An Analysis of the Pedagogical Practices in Online Physical Education

Autor/in	Waller, Sophie
Titel	An Analysis of the Pedagogical Practices in Online Physical Education
Quelle	(2023), (124 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-8820-2
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Physical Education; Educational Practices; Teaching Methods; Experienced Teachers; Physical Education Teachers; Virtual Schools; Distance Education; Curriculum Design; Educational Quality + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Körpererziehung; Sportunterricht; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Distance study; Distance learning; Fernunterricht; Lehrplangestaltung; Quality of education; Bildungsqualität
Abstract	The purpose of this study was to analyze online physical education (OLPE) teachers' pedagogical practices. The three primary research questions guiding the study were: (1) What are the pedagogical practices of experienced OLPE teachers? (2) How are the pedagogical practices implemented in OLPE courses? (3) Why do experienced OLPE teachers use these pedagogical practices? To provide a theoretical foundation for the study, the Community of Inquiry (Garrison, Archer, & Anderson, 1999) framework was utilized to identify the pedagogical practices and inform the OLPE environment. Implementing a qualitative single case study design, data were collected via semi-structured interviews, video-recorded observations, and document analysis. The participants of the study were composed of five experienced OLPE elementary teachers from one statewide virtual school in the southeast region of the United States. A thematic analysis of the data generated the following findings, (a) Underscoring the 'E' in PE, (b) Minimizing Distance by Cultivating Connections, and (c) Navigating the Inherent Constraints and Demands. The findings indicated that although the OLPE teachers displayed a desire to emulate the traditional setting of PE, the pedagogical practices were bounded by the limitations of the online setting, such as teaching space and reliance on student independence. Therefore, they emphasized the cognitive and affective domains of learning, with a limited number of practices to develop a movement-orientated environment. Additionally, the OLPE teachers navigated the demands of the job, the school, and the expectation of the parents, which also influenced why they taught the way they did. Overall, this study has provided an initial exploration of the pedagogical practices of OLPE; however, concerns and questions remain. Further research is warranted to provide comprehensive evidence on how to design and deliver high-quality OLPE courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01