Critical contextual factors of sustainable online teaching: learning the lessons of pandemic times from physical education teachers’ and school administrators’ perspectives

Abstract

ABSTRACT Background The COVID-19 pandemic has upended schooling around the world and prompted a shift to online teaching and learning, including in primary (elementary) physical education (PE). PE is typically characterized by physicality and close proximity to others, the shift to online delivery has drastically changed this landscape and brings significant consequences for the future of PE in schools. Teacher and school administrator perspectives on the critical enablers to effective online delivery of primary PE during the pandemic can help inform the development of sustainable online education that enhances teaching, learning, and professional development in the post-COVID context. Purpose Informed by the job characteristics theory (JCT) and social-ecological model (SEM), this study aimed to explore the contextual factors contributing to effective and potentially sustainable online teaching from the perspectives of PE teachers and school administrators. Methods Semi-structured interviews with a total of 16 teaching staff including two principals, two vice principals, and 12 PE teachers were conducted. Taking a combined inductive/deductive thematic approach, the data analysis was underpinned by JCT to explore participants’ perception and motivation towards online teaching in PE that fostered its adoption, use, and enhancement during the pandemic. The SEM was also applied to enable further exploration of facilitators perceived by PE teachers and school administrators at the interpersonal, institutional, community and policy levels. Findings : Contextual factors of sustainable online teaching in PE at each level of SEM were identified by the participants. On the intrapersonal level, the motivating potential of the job and readiness appeared to enable the effective transition to online PE by teachers and schools. Of the interpersonal, community, institutional, and policy factors, parental engagement, reach out to the community, institutional leadership and policy making, influenced participant perceptions toward the effectiveness of online PE teaching and its potential sustainability. Conclusions Our findings revealed that the effectiveness of online teaching in primary PE setting during the COVID-19 pandemic was influenced by the interaction of factors across all levels of SEM. The lessons learned from PE teachers and school administrators have several implications for the potential sustainable development of online PE teaching. First, school leaders and policy makers need to understand the potential benefits of offering quality online PE lessons by schools during class suspension. Second, a review of teacher training programmes and professional development for the pedagogical shift in PE is warranted. Third, there is an equally pressing need to identify effective parental involvement practices that contribute to students’ home online PE learning during the school suspension.