Journal Articles
Effectiveness of online teaching in physical education during COVID-19 school closures: A survey study of frontline physical education teachers in Hong Kong
- Effectiveness of online teaching in physical education during COVID-19 school closures: A survey study of frontline physical education teachers in Hong Kong
-
- Chan, W. K. The Education University of Hong Kong
- Leung, K.I. The Education University of Hong Kong
- Ho, C. C. The Education University of Hong Kong
- Wu, C.W. The Education University of Hong Kong
- Lam, K.Y. The Education University of Hong Kong
- Wong, N.L. The Education University of Hong Kong
- Chan, Ching Yat The Education University of Hong Kong
- Leung, Ka Man The Education University of Hong Kong
- Tse, Choi Yeung Andy The Education University of Hong Kong
- Journal of Physical Education and Sport, 21(4), 1622-1628, 2021
- University of Pitesti
- 2021
-
- Hong Kong
-
- 1997.7 onwards
-
- Unknown or Unspecified
- Introduction: The COVID-19 pandemic has caused massive school closures worldwide and many schools were forced to adopt online teaching mode. Purpose: This survey study aims to examine the effectiveness of online teaching in physical education (PE) and support needed from the teachers’ perspective. Methods: Responses from 294 frontline PE teachers were collected via an online survey between 4 and 29 January 2021. Results: Four major findings were highlighted in our study. First, most teachers reported that online PE lessons were not effective to improve motor skill acquisition and physical activity level, the major reasons for which were “lack of practical training”, “students’ lack of learning motivation/interest”, and “limited interpersonal interactions”. Second, most teachers encountered difficulties in online teaching, with major difficulties comprising “limited interpersonal interactions’ and “difficult to retain students’ learning motivation/interest”. Third, most teachers felt that online teaching was stressful due to the increased workload in preparation and safety concerns of the home-exercise programme. Fourth, many teachers suggested that schools or governments should provide online teaching kits, such as suggested online lesson plans or home activity recommendations, for their reference. Conclusions: In summary, the effectiveness of online teaching in PE during COVID-19 school closures was generally perceived to be low and difficult by the frontline PE teachers. Schools and governments should provide sufficient support, such as online teaching kits and concrete teaching guidelines, for PE teachers to develop creative and interactive online lessons, which will in turn benefit students in motor skill acquisition and physical activity level. Copyright © 2021 JPES.
-
- English
- Journal Articles
-
- 2247806X
- https://bibliography.lib.eduhk.hk/bibs/128a79ef
- 2021-09-08
Recent Journal Articles
Using the family resemblance approach to inform STEAM educationJournal Articles
Differences in interaction strategy use between L1 and L2 group discussions of primary school studentsJournal Articles
Students’ science achievement in cognitive domains: Effects of practical work and clarity of instructionJournal Articles
Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learningJournal Articles
Fostering secondary students’ entrepreneurial attributes and aspirations through a theory-informed learning management systemJournal Articles
Leadership for action on climate change: The role of education policy and professional standards in the Hong Kong contextJournal Articles
Dynamic interplays between self-regulated learning and computational thinking in primary school students through animations and worksheetsJournal Articles
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例Journal Articles