Abstract
The Covid-19 epidemic has had a strong impact on the implementation of the entire educational process due to the closure of public life and schools. Physical education (PE) teachers were faced with the challenge of conveying at a distance the learning content that they would otherwise teach in the sports hall. Our research aimed to determine which PE distance learning models proved to be the most effective during the epidemic, resulting in a high level of pupils’ activity despite participation from home. In the process of data collection, we included 33 PE distance learning lessons at the lower secondary level, where six pupils (3 girls and 3 boys) wore accelerometers in each lesson (n = 198 pupils). The results showed that the most effective model was the flipped learning teaching model, where pupils were given an overview in advance of the different forms of teacher video recordings. Then they also actively participated with their ideas in the performance of the online lesson. A statistically significantly less efficient version of the flipped learning teaching model had prepared interactive assignments and games. This was followed by a combination of online frontal teaching with station work and frontal teaching. The least effective was independent work carried out by the pupils according to the instructions prepared by the teacher. Although the two flipped learning teaching models were the most effective in terms of exercise intensity, it is very difficult to implement them in practice because they require too much teacher time.
Highlights
The Covid-19 coronavirus epidemic broke out in the Chinese province of Hubei in late 2019 but spread rapidly to many countries around the world in the first half of 2020 due to high infection rates (Velavan & Meyer, 2020), leading to the lockdown of public life and subsequent school closure (Petretto et al, 2020; Viner et al, 2020); Slovenia was no exception
The data in the table are separated according to the individual Physical Education (PE) lesson model used and within the model according to class
Distance learning of PE has become a special challenge for those who teach this subject, as they bear part of the responsibility to achieve the recommended daily amount of physical activity of individuals, which is extremely important for maintaining health and strengthening the immune system and to combat Covid-19 disease effectively
Summary
The Covid-19 coronavirus epidemic broke out in the Chinese province of Hubei in late 2019 but spread rapidly to many countries around the world in the first half of 2020 due to high infection rates (Velavan & Meyer, 2020), leading to the lockdown of public life and subsequent school closure (Petretto et al, 2020; Viner et al, 2020); Slovenia was no exception. Even though children were exposed to a significantly low risk of developing the disease or long-term complications after recovering from the infection (Qiu et al, 2020), they were deemed to be carriers of the virus to more vulnerable groups; so, their education was fully transferred to the online environment (Quezada et al, 2020). Such a change in work methods had a strong impact on the implementation of the entire pedagogical process. Teachers can use the same combination to teach PE at a distance on online platforms such as Zoom, Microsoft Teams, Blackboard and Canvas (Guraya, 2020), which allow pupils to be divided into ‘rooms’ or ‘groups’
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