'The Teacher Could Correct Me without Being There': Adapting Distance Education Approaches to Promote Physical Activity during Lockdown

Autor/inn/en	Derigny, Thibaut; Schnitzler, Christophe; Vors, Olivier; Huchez, Aurore; Gerard, Tanguy; Mallet, Séverine; Gandrieau, Joseph; Potdevin, François
Titel	'The Teacher Could Correct Me without Being There': Adapting Distance Education Approaches to Promote Physical Activity during Lockdown
Quelle	In: European Physical Education Review, 29 (2023) 4, S.493-511 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Derigny, Thibaut) ORCID (Potdevin, François)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X231160404
Schlagwörter	COVID-19; Pandemics; School Closing; Distance Education; Physical Activity Level; Adolescents; Family Influence; Video Technology; Program Content; Feedback (Response); Training; Individualized Instruction; Foreign Countries; High School Students; Blended Learning; France + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Programmgestaltung; Ausbildung; Individualisierender Unterricht; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Frankreich
Abstract	Despite the impossibility of face-to-face teaching during the COVID-19 pandemic lockdown, many physical education teachers used remote activity pedagogical monitoring (PM) to keep students engaged in physical activity (PA). The aim of this study was to explore students' experiences of remote PM practices during lockdown to engage in PA. A sequential explanatory mixed methods design was used, with a qualitative investigation (students' experience of PM) informed by a quantitative investigation (relationship between PA and PM as a function of diligence). First, 644 French students (16.32 ± 1.01 years) participated in a longitudinal survey to collect retrospective data about their reported PA levels during a typical week before lockdown and four weeks after. A second step consisted of identifying clusters, based on how PA emerged in participants and diligence in PM. Five clusters were identified from which eight paragons accepted to be interviewed. Interviews were conducted with paragons from each cluster to understand their different lived experiences during PM. Results showed a significant decrease in PA during lockdown, with PM serving to limit the drop-out from PA. Positive experiences in PA engagement were associated with: (a) family and video support, (b) variety in the PA program, (c) requests for work, (d) provision of feedback, and (e) use of personalised training. Results are encouraging in terms of developing hybrid pedagogical practice which includes face-to-face activity and use of PM. Further research is needed to ensure these pedagogical principles lead to positive experiences of PA engagement at a distance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01