How Do We Do This? Distance Learning in Physical Education -- Part 1

Autor/inn/en	Daum, David N.; Goad, Tyler; Killian, Chad M.; Schoenfeld, Amanda
Titel	How Do We Do This? Distance Learning in Physical Education -- Part 1
Quelle	In: Journal of Physical Education, Recreation & Dance, 92 (2021) 4, S.5-10 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daum, David N.) ORCID (Goad, Tyler) ORCID (Killian, Chad M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2021.1886836
Schlagwörter	COVID-19; Pandemics; School Closing; Distance Education; Physical Education; Physical Education Teachers; Online Courses; Student Needs; Teaching Methods; Low Income Students; Equipment; Elementary Education; Parent Participation; Teacher Student Relationship; Disadvantaged Youth; Computer Mediated Communication; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Elementarunterricht; Elternmitwirkung; Teacher student relationships; Lehrer-Schüler-Beziehung; Benachteiligter Jugendlicher; Computerkonferenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The COVID-19 pandemic has been a source of stress and anxiety to physical educators. This is likely due to school schedule changes, job security, balancing work and family commitments, and trying to navigate how to teach physical education in a distance learning format. Governments, schools, teachers, and families have been navigating the complexity of the mass shift to distance learning. The purpose of this feature is to address some frequently asked questions about teaching physical education remotely. Specifically, this article addresses meeting the needs of low-income students, at-home equipment strategies, teaching elementary physical education remotely, parent/guardian engagement, and building and maintaining relationships online. The social connectedness between teacher-student and student-student, which is inherently lacking in distance learning, is an important consideration for teachers. It is essential that teachers address the social needs for themselves and their students during remote teaching and learning. To adequately address each question, connections to research are made in addition to identifying best practices and instructional resources. Although the pandemic has created uncertain times, educators are resilient and will find a way to overcome barriers to meet the needs of their learners to achieve quality learning outcomes. [For part 2, see EJ1296532. For part 3, see EJ1296533.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01