High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic

The COVID-19 pandemic has altered the educational landscape worldwide. One year after the disease outbreak, blended learning, which combines distance and face-to-face learning, became an alternative to fully online learning to address the demands of ensuring students’ health and education. Physical...

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Autores principales:	Iván López-Fernández, Rafael Burgueño, Francisco Javier Gil-Espinosa
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	COVID-19 physical education sport pedagogy physical activity hybrid education online teaching Medicine R
Acceso en línea:	https://doaj.org/article/e923440bd1884e84843d88f22239d7dd
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spelling	oai:doaj.org-article:e923440bd1884e84843d88f22239d7dd2021-11-11T16:18:21ZHigh School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic10.3390/ijerph1821111461660-46011661-7827https://doaj.org/article/e923440bd1884e84843d88f22239d7dd2021-10-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/21/11146https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601The COVID-19 pandemic has altered the educational landscape worldwide. One year after the disease outbreak, blended learning, which combines distance and face-to-face learning, became an alternative to fully online learning to address the demands of ensuring students’ health and education. Physical education teachers faced an additional challenge, given the experiential nature of their subject, but research on teachers’ perspectives is scarce. This study aims to explore high school physical education teachers’ perceptions of the potential, advantages, and disadvantages of the blended learning model of instruction. An online survey was used to register the views of 174 Spanish high school physical education teachers (120 men and 54 women). The main findings revealed that physical education teachers considered that blended learning, compared with full face-to-face learning, implied a work overload, worsened social relationships, and did not help to increase students’ motivation. Likewise, most teachers considered the physical activity performed by students during the blended learning period as being lower than usual. Furthermore, teachers reported that the students from lower-income families were the ones that experienced a lack of technological means the most. These results may guide both present and future policies and procedures for blended physical education. More research is needed to analyze the usefulness of blended learning in high school physical education.Iván López-FernándezRafael BurgueñoFrancisco Javier Gil-EspinosaMDPI AGarticleCOVID-19physical educationsport pedagogyphysical activityhybrid educationonline teachingMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11146, p 11146 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	COVID-19 physical education sport pedagogy physical activity hybrid education online teaching Medicine R
spellingShingle	COVID-19 physical education sport pedagogy physical activity hybrid education online teaching Medicine R Iván López-Fernández Rafael Burgueño Francisco Javier Gil-Espinosa High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic
description	The COVID-19 pandemic has altered the educational landscape worldwide. One year after the disease outbreak, blended learning, which combines distance and face-to-face learning, became an alternative to fully online learning to address the demands of ensuring students’ health and education. Physical education teachers faced an additional challenge, given the experiential nature of their subject, but research on teachers’ perspectives is scarce. This study aims to explore high school physical education teachers’ perceptions of the potential, advantages, and disadvantages of the blended learning model of instruction. An online survey was used to register the views of 174 Spanish high school physical education teachers (120 men and 54 women). The main findings revealed that physical education teachers considered that blended learning, compared with full face-to-face learning, implied a work overload, worsened social relationships, and did not help to increase students’ motivation. Likewise, most teachers considered the physical activity performed by students during the blended learning period as being lower than usual. Furthermore, teachers reported that the students from lower-income families were the ones that experienced a lack of technological means the most. These results may guide both present and future policies and procedures for blended physical education. More research is needed to analyze the usefulness of blended learning in high school physical education.
format	article
author	Iván López-Fernández Rafael Burgueño Francisco Javier Gil-Espinosa
author_facet	Iván López-Fernández Rafael Burgueño Francisco Javier Gil-Espinosa
author_sort	Iván López-Fernández
title	High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic
title_short	High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic
title_full	High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic
title_fullStr	High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic
title_full_unstemmed	High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic
title_sort	high school physical education teachers’ perceptions of blended learning one year after the onset of the covid-19 pandemic
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/e923440bd1884e84843d88f22239d7dd
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High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic

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