ABSTRACT

Background

The COVID-19 pandemic has upended schooling around the world and prompted a shift to online teaching and learning, including in primary (elementary) physical education (PE). PE is typically characterized by physicality and close proximity to others, the shift to online delivery has drastically changed this landscape and brings significant consequences for the future of PE in schools. Teacher and school administrator perspectives on the critical enablers to effective online delivery of primary PE during the pandemic can help inform the development of sustainable online education that enhances teaching, learning, and professional development in the post-COVID context.

Purpose

Informed by the job characteristics theory (JCT) and social-ecological model (SEM), this study aimed to explore the contextual factors contributing to effective and potentially sustainable online teaching from the perspectives of PE teachers and school administrators.

Methods

Semi-structured interviews with a total of 16 teaching staff including two principals, two vice principals, and 12 PE teachers were conducted. Taking a combined inductive/deductive thematic approach, the data analysis was underpinned by JCT to explore participants’ perception and motivation towards online teaching in PE that fostered its adoption, use, and enhancement during the pandemic. The SEM was also applied to enable further exploration of facilitators perceived by PE teachers and school administrators at the interpersonal, institutional, community and policy levels.

Findings

: Contextual factors of sustainable online teaching in PE at each level of SEM were identified by the participants. On the intrapersonal level, the motivating potential of the job and readiness appeared to enable the effective transition to online PE by teachers and schools. Of the interpersonal, community, institutional, and policy factors, parental engagement, reach out to the community, institutional leadership and policy making, influenced participant perceptions toward the effectiveness of online PE teaching and its potential sustainability.

Conclusions

Our findings revealed that the effectiveness of online teaching in primary PE setting during the COVID-19 pandemic was influenced by the interaction of factors across all levels of SEM. The lessons learned from PE teachers and school administrators have several implications for the potential sustainable development of online PE teaching. First, school leaders and policy makers need to understand the potential benefits of offering quality online PE lessons by schools during class suspension. Second, a review of teacher training programmes and professional development for the pedagogical shift in PE is warranted. Third, there is an equally pressing need to identify effective parental involvement practices that contribute to students’ home online PE learning during the school suspension.

中文翻译：

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可持续在线教学的关键背景因素：从体育教师和学校管理人员的角度学习大流行时期的教训

摘要

背景

COVID-19 大流行颠覆了世界各地的学校教育，并促使教学转向在线教学，包括小学体育 (PE) 领域。体育运动的典型特点是身体接触和与他人近距离接触，向在线授课的转变极大地改变了这种格局，并对学校体育运动的未来产生了重大影响。教师和学校管理人员对大流行期间有效在线提供小学体育的关键推动因素的看法可以帮助为可持续在线教育的发展提供信息，从而增强后疫情背景下的教学、学习和专业发展。

目的

本研究以工作特征理论（JCT）和社会生态模型（SEM）为基础，旨在从体育教师和学校管理者的角度探讨有助于有效且可持续的在线教学的情境因素。

方法

对校长 2 名、副校长 2 名、体育教师 12 名等 16 名教师进行半结构化访谈。数据分析采用归纳/演绎相结合的主题方法，以 JCT 为基础，探讨参与者对体育在线教学的看法和动机，从而促进了疫情期间体育在线教学的采用、使用和增强。SEM 还用于进一步探索体育教师和学校管理人员在人际、机构、社区和政策层面所认识到的促进者。

发现

：参与者确定了 SEM 各个级别体育可持续在线教学的背景因素。在个人层面上，工作的激励潜力和准备似乎使教师和学校能够有效过渡到在线体育。在人际、社区、机构和政策因素中，家长参与、接触社区、机构领导和政策制定影响了参与者对在线体育教学有效性及其潜在可持续性的看法。

结论

我们的研究结果表明，COVID-19 大流行期间小学体育在线教学的有效性受到 SEM 各个级别因素相互作用的影响。体育教师和学校管理人员的经验教训对于在线体育教学的潜在可持续发展具有多种意义。首先，学校领导和政策制定者需要了解学校在停课期间提供优质在线体育课程的潜在好处。其次，有必要对体育教学转变的教师培训计划和专业发展进行审查。第三，同样迫切需要确定有效的家长参与做法，以促进学生在学校停课期间在家在线体育学习。