Implementation and Effectiveness of a CSPAP-Informed, Online Secondary Methods Course with Virtual Field Experiences during the COVID-19 Pandemic

Autor/inn/en	Webster, Collin A.; Moon, Jongho; Bennett, Hayes; Griffin, Stephen
Titel	Implementation and Effectiveness of a CSPAP-Informed, Online Secondary Methods Course with Virtual Field Experiences during the COVID-19 Pandemic
Quelle	In: Journal of Teaching in Physical Education, 40 (2021) 3, S.508-515 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Program Implementation; Program Effectiveness; Physical Activities; Physical Education; Methods Courses; Online Courses; Secondary Education; Preservice Teacher Education; Preservice Teachers; Physical Education Teachers; Distance Education; COVID-19; Pandemics; Fidelity; Inquiry; Active Learning; Individualized Instruction; Resistance (Psychology); Comprehensive Programs + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Methodisch-didaktische Anleitung; Online course; Online-Kurs; Sekundarbereich; Lehramtsstudiengang; Lehrerausbildung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Distance study; Distance learning; Fernunterricht; Aktives Lernen; Individualisierender Unterricht; Resistenz; Gesamtunterricht
Abstract	This study examined the implementation and effectiveness of a comprehensive school physical activity program (CSPAP)- informed, 15-week physical education secondary methods course, adapted from its previous in-person format to be completely online for fall 2020 during the COVID-19 pandemic. The participants were 15 preservice physical education teachers (PPETs) and three course instructors. Each PPET taught six virtual physical education lessons to middle and high school students learning at home. Multiple data sources including focus groups, individual interviews, and course artifacts were analyzed to address research questions centered on the fidelity of course delivery, adaptations made to the course during implementation, and the PPETs' approach to lesson planning and teaching. The findings showed a high level of implementation fidelity, and few adaptations were made to the course. Three themes were identified with respect to the PPETs' pedagogical approach: personalization, inquiry-based instruction, and resilience. This study provides a case example of trying to prepare PPETs for professional roles in the COVID era. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01