The (virtual) teaching of physical education in times of pandemic.

Autor/inn/en	González-Calvo, Gustavo; Barba-Martín, Raúl A.; Bores-García, Daniel; Hortigüela-Alcalá, David
Titel	The (virtual) teaching of physical education in times of pandemic. Gefälligkeitsübersetzung: Das (virtuelle) Unterrichten im Fach Sport während der Pandemie.
Quelle	In: European physical education review, 28 (2022) 1, S. 205-224Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X211031533
Schlagwörter	Qualitative Analyse; Umfrage; Entwicklungsförderung; Frustration; Identität; Soziale Interaktion; Arbeitsbedingungen; Umfrage; Frustration; Identität; Infektionskrankheit; Krise; Lehrer; Schulpraktikum; Sicherheit; Spanien; Stress; Student; Sportunterricht; Unterrichtsmethode; Qualitative Analyse; Lernerfolg; Sportpädagogik; Leistungsbeurteilung; E-Learning; Lehrer; Lehrerausbildung; Schulpraktikum; Leistungsbeurteilung; Lernerfolg; Lernbedingungen; Lernprozess; Unterrichtsgestaltung; Unterrichtsmethode; Unterrichtsmodell; Stress; COVID-19; Infektionskrankheit; Virus; Bewegungstraining; Sportpädagogik; Sportunterricht; Arbeitsbedingungen; E-Learning; Krise; Sicherheit; COVID-19; Student; Spanien
Abstract	This study analyses the factors that affect the pedagogical practice and the consideration of the subject of physical education (PE) for a group of students in initial training to become teachers, with the intention of (a) discovering what feelings the COVID-19 pandemic arouses in the future teachers when having to teach physical education virtually, (b) investigating the advantages and disadvantages of the virtual teaching of PE during the pandemic, and (c) finding out how the pandemic has changed their perception towards the teaching of PE and their passion for teaching. Twelve future teachers (four women and eight men), who were completing a practicum during their last year at university, participated in the study. A qualitative methodology was employed, in which data were obtained through individual online interviews and online focus groups. The data were analysed using a thematic content analysis and a constant comparison method. The results show, among other aspects, that future teachers understand that the teaching of PE has to be carried out face-to-face in order not to lose its meaning, that there are implicit shortcomings in the virtual teaching model, and that there is a greater probability of suffering from teacher stress and disenchantment with the profession when following an online teaching methodology. The results can be used to foster a critical dialogue regarding the difficulty faced by PE teachers today, at a crucial moment when the political, social and cultural aspects surrounding it are changing. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1