The application of discord as an effort to increase students’ wellbeing in physical education learning during the COVID-19 emergency

Physical education learning in high school during the current Covid-19 emergency, teachers have difficulty delivering material, controlling, evaluating, and providing learning feedback, especially on basic competencies that contain motion. The research objective was to improve students’ wellbeing in high school physical education learning during the Covid-19 emergency by implementing the disdcord application. Students’ wellbeing in this study, the researcher described three indicators of achievement, that is: 1) appropriateness of learning, 2) student satisfaction in learning, and 3) improved learning outcomes. The research method used was a pre-experimental one group pre-test post-test design. The population was the students of SMAN I Kota Banjarbaru class X totaling 8 classes. Two classes of samples were selected by random technique. The learning implementation instrument and student satisfaction with learning used a questionnaire with a likert scale, while for learning outcomes using a push-up test and sit-up test. The data analysis technique used the t-test sample paired test. The results of the study showed an increase in students’ wellbeing in terms of; 1) a significant increase in the implementation of learning seen from the value of the two-tailed difference test (2-tailed) = 0.000 < 0.05, 2) a significant increase in student satisfaction in learning seen from the two-way difference test value (2-tailed) = 0.000 < 0.05, and 3) a significant increase in student learning outcomes seen from the two-way difference test value (2-tailed) = 0.000 < 0.05. The conclusion of the research is that the application of the discord application in learning physical education in high schools during the Covid-19 emergency improves students’ wellbeing.

High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic

The COVID-19 pandemic has altered the educational landscape worldwide. One year after the disease outbreak, blended learning, which combines distance and face-to-face learning, became an alternative to fully online learning to address the demands of ensuring students’ health and education. Physical education teachers faced an additional challenge, given the experiential nature of their subject, but research on teachers’ perspectives is scarce. This study aims to explore high school physical education teachers’ perceptions of the potential, advantages, and disadvantages of the blended learning model of instruction. An online survey was used to register the views of 174 Spanish high school physical education teachers (120 men and 54 women). The main findings revealed that physical education teachers considered that blended learning, compared with full face-to-face learning, implied a work overload, worsened social relationships, and did not help to increase students’ motivation. Likewise, most teachers considered the physical activity performed by students during the blended learning period as being lower than usual. Furthermore, teachers reported that the students from lower-income families were the ones that experienced a lack of technological means the most. These results may guide both present and future policies and procedures for blended physical education. More research is needed to analyze the usefulness of blended learning in high school physical education.

Respect and equality as priority values for teaching on Physical Education: perspective of university students (Respeto e igualdad como valores prioritarios para la enseñanza de la Educación Física: perspectiva de los universitarios)

Education is not only concerned with the transmission of knowledge; it must also concern itself with the social and moral development of adolescents. Physical activity and sport provide a favorable environment for promoting personal and social values ​​in adolescents. The aims of the study are, to identify which values are developed and strengthened in High School physical education classes, under the vision of Physical Activity Sciences students, and to develop, implement, and evaluate teaching–learning games activities in the initial training of Physical Activity Sciences students for the integration of values in physical education. The participant group consisted of 87 students belonging to the Degree in Physical Activity and Sport Sciences. The tools used to identify the values was questionnaire designed from list of values presented by Schwartz. The assessment of the design and implementation of the activities was carried out through a rubric. The results confirm that university students would enhance in a future professional the values of respect, equality, and good manners. Regarding gender, it should be noted that there is a significant difference in the chosen values of humility (p = .016), group work (p = .05), and empathy (p = .027). Due to the design of the games developed by students, it was concluded that it is more feasible to implement activities that promote the values of collaboration and creativity. It did not happen with the values of equality, perseverance, respect, aggressiveness, authority, and daring; despite them being present in sports activities, they are not easy to focus upon in the objective set. Resumen. La educación no solo se ocupa de la transmisión de conocimientos; también debe preocuparse por el desarrollo social y moral de los adolescentes. La actividad física y el deporte proporcionan un entorno propicio para la promoción de los valores personales y sociales en los adolescentes. Los objetivos del estudio son identificar qué valores se deberían desarrollar y fortalecer en las clases de educación física, bajo la visión de los estudiantes de Ciencias de la Actividad Física, y diseñar, implementar y evaluar actividades de juego para la integración de los valores en Educación Física en la formación inicial de los alumnos. El grupo participante estuvo formado por 87 estudiantes del grado en Ciencias de la Actividad Física y el Deporte. La herramienta utilizada para identificar los valores fue un cuestionario diseñado a partir de la lista de valores presentada por Schwartz. La valoración del diseño y la implementación de las actividades se llevó a cabo mediante una rúbrica. Los resultados confirman que los universitarios potenciarán en un futuro profesional los valores de respeto, igualdad y buena educación. En cuanto al género, cabe señalar que existe una diferencia significativa en los valores elegidos de humildad (p = .016), trabajo en grupo (p = .05) y empatía (p = .027). Con el diseño de los juegos desarrollados por los estudiantes, se concluyó que es más factible implementar actividades que promuevan los valores de colaboración y creatividad. No ocurrió lo mismo con los valores de igualdad, perseverancia, respeto, agresividad, autoridad y atrevimiento que, a pesar de estar presentes en actividades deportivas, no son fáciles de enmarcar en el objetivo planteado.