Pre-service Physical Education Teachers Research Articles

An online PETE course on intercultural education for pre-service physical education teachers: A non-randomized controlled trial

Multicultural societies require educators’ intercultural competence. This trial examined if attitudes and perceived competences of pre-service Physical Education (PE) teachers could be improved by an online, teacher education course structured upon the findings of the intercultural education through physical activity, coaching, and training (EDU:PACT) project. Following individual preferences, participants (N = 129) were allocated to this course or control condition of the usual University curriculum. The intervention vs. control group scored better in outcomes of skills, knowledge, and one attitude dimension post-intervention. This teacher education course may effectively train pre-service PE teachers on intercultural education.

The role of interest in athletics in promoting students’ home-based physical activities engagement amidst pandemic

Sports and activity programs play a significant role in children's overall physical activity levels to allow them to benefit from participating in physical activity during the pandemic. The researcher seeks to provide guidelines that will benefit all students who participate in physical education. This study aimed to determine the interest in athletics and engagement in home-based physical fitness activities of pre-service physical education teachers at Batangas State University JPLPC-Malvar, to determine its implications for teaching physical education. It specifically addressed the respondents' level of interest in athletics, their engagement in home-based physical fitness activities, the significant relationship between the two variables, and suggested activities to increase respondents' interest in athletics through participation in home-based physical fitness activities. This descriptive-correlational study was conducted to assess 62 students enrolled in the Bachelor of Physical Education program at the Batangas State University JPLPC-Malvar campus. Using a self-made questionnaire and appropriate statistical measures, the obtained results revealed that the majority of respondents engage in home-based physical fitness activities; however, bodyweight training is more engaging than anaerobic exercise. The data also showed a significant relationship between athletic interest levels and home-based physical fitness activities. The majority of responders are pre-service physical education instructors. The recommended activities to increase respondents' interest in athletics can be accomplished through participation in home-based physical fitness activities.

Preservice Physical Education Teachers’ Use of Reproduction and Production Teaching Styles

Having Mosston’s (1966) and Mosston’s & Ashworth’s (2008) “Spectrum of Teaching Styles” as a guiding tool, research on teaching styles in physical education has being rising for over 50 years. The spectrum offers a variety of teaching styles to be used by teachers, which fall into two broad categories: the rather teacher-centered reproduction styles and the rather student-centered production styles. This paper is part of a larger scale study for teaching effectiveness, in which teaching components were examined. The purpose of this study was to investigate preservice teachers’ preferences of teaching styles during student teaching in public schools. For that purpose, a convenient sample of 16 students of a private University in Cyprus, participated in this study. All students took physical education pedagogy class I and then physical education pedagogy class II, which included student placement in secondary public schools for student teaching purposes. Students were taught Mosston’s and Ashworth’s Spectrum of Teaching Styles in depth, with various examples, teaching style video analysis and workshops, to ensure that all possessed the knowledge and skills to incorporate any teaching style in their teaching. Each student was placed in three different secondary schools, to ensure that he/she would be able to teach in any school context with various circumstances. The investigators observed all students according to the schedule that was prepared in collaboration with school principals and physical education teachers in the participating schools. The investigators took field notes for the application of the teaching styles, as well as for the school context. In addition, informal interviews were conducted with students after each class. Data were analyzed via constant comparison and analytic induction methods. The results revealed three important themes: a) Student teachers preferred mostly teaching styles from the reproduction category, such as the command and the practice style, especially during warm up or children’s practice time, b) Student teachers incorporated teaching styles from the production category during introduction or final assessment of the class, such as the guided discovery or the convergent discovery styles and c) There were times during practice, when some students used a mixture of teaching styles, jumping from one style to the other, according to the activity that would follow. The results demonstrated that preservice teachers prefer the utilization of reproduction teaching styles over production teaching styles. Their personal beliefs seem to impact the usage of any style. In addition, discipline, coaching experience, time management, the school context and the content to be taught were factors affecting their preferences, usually in favor of the reproduction teaching styles. However, they should be encouraged to use production teaching styles as well in their teaching, as a means to help children develop in all domains of learning: psychomotor, cognitive and affective. Perhaps, asking preservice teachers to incorporate teaching styles only form the product category in one of their student teaching classes, would help them feel more confident towards that and would allow for more children-centered classes.

Providing physical education preservice teachers with opportunities to interrogate their conceptions and practices of assessment

This study enacted and supported a scaffolding process to improve preservice teachers’ (PSTs') assessment literacy as they experienced school placement. It is crucial to create opportunities that enhance PSTs’ understanding of assessment literacy, helping them to reconsider conceptions previously developed as school students (socialisation experiences) and to gain an appreciation for the benefits assessment affords students in their learning. Assessment literate teachers can enact appropriate assessment practices that can improve students’ learning and the teaching-learning process while providing opportunities for students to regulate their learning. Eight physical education PSTs working with the same university supervisor took part in the study. Data were collected through individual and focus group interviews, post-seminar reflections and testimonial surveys, researcher's field notes, and PSTs’ school placement reports. This study highlighted that supportive, practical and critical participatory approaches are crucial to encourage PSTs to question and change their assessment conceptions, and to improve their assessment literacy. Results also showed that, despite struggling to avoid practicing what they experienced as school students (i.e. socialisation experiences), PSTs can alter their assessment understanding and practices to incorporate assessment for learning principles. Teacher educators are encouraged to consider how they can best acknowledge and address the pre-conceived assessment conceptions PSTs bring into these programmes.

Evaluating the Content Knowledge in Badminton of Preservice Physical Education Teachers : A Pilot Study

Previous research has demonstrated low levels of preservice teachers’ (PSTs) content knowledge due to their K-12 schooling and teacher education training. We examined two research questions: (a) What are the pre-test scores of PSTs for common content knowledge (CCK), performance (CCK-P), task progression knowledge and error analysis in badminton? and (b) What are the changes in pre-post scores for CCK, CCK-P, task progression knowledge, and error analysis after a badminton content class? Participants were eight male PSTs ranging from sophomore to senior year. All were assessed using pre-and-post tests of badminton CCK, CCK-P, instructional tasks, and error analysis. Data were reported descriptively to determine the difference between pre and post scores on the four variables. The results indicated that PSTs had low pretest scores on all four variables However posttest scores following the completion of the badminton content class demonstrated improvement on all variables except for task progression. Our results highlight the importance of content knowledge training in physical education teacher education (PETE) programs. We need additional research to strengthen the effectiveness of the evidence-base in PETE to build a body of literature that can enhance our practice.

Adaptation and Validation of the Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) for Brazilian Physical Education Pre-Service Teachers.

Constructivism is used as a powerful theoretical outlook to support teaching, learning, and curriculum in physical education and sport. The Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) is a valid instrument for assessing in-service teachers. However, there is a need to translate constructivist teaching practices for PE into other languages. This study examined the validity of the Portuguese version of the adapted CTPI-EPE for Brazilian physical education preservice teachers (PST). The sample comprised of 869 physical education PSTs from Brazil. Data were collected through an online form. Aiken’s V was used to examine content validity, and Bayesian methods used for exploratory and confirmatory factor analysis. The results showed adequate content and internal structure of the translated and adapted questionnaire. This study highlighted the validity of the Portuguese version of the CTPI-EPE, which could be considered an important instrument for self-reflection by PSTs, and provide information for improved training in higher education toward constructivist teaching.

Social justice knowledge construction among physical education teacher educators: the value of personal, professional, and educational experiences

ABSTRACT Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best support future teachers. Purpose: The focus of this paper is how physical education teacher educators and PE and sport pedagogy university faculty have developed their knowledge of teaching for and about social justice: where their knowledge came from and how they draw upon it in their teaching and programme design. Method: Seventy-two faculty from seven countries engaged in an in-depth interview about their conceptualisation of social justice, their knowledge, practices, institutions, and policy contexts and completed a demographic survey on their social identity and professional experiences. Using a social justice pedagogical and content knowledge (SJPACK) model, thematic analysis generated formal educational study, workplace experience, and personal or social identity bases of social justice knowledge. Findings: Many of those who expressed a commitment to teaching about and for social justice had personal and professional experiences that had provided ‘eye-opening’ moments. For instance, some had encountered marginalisation and discrimination based on their identity. If social justice issues were not a part of a participant’s lived experience, but they had professional experience in the field, they were struck by what they did not know and subsequently sought out postgraduate or professional development. Professional experiences in the field were much more likely than formal education experiences to provide recognition that participants needed to learn more about social justice. Social justice is both knowledge and an ideological stance, so learning about social justice is as much about values and disposition as about content. Social justice must be important enough for teacher educators to embed in their belief system so that it becomes part of their pedagogical practice. Conclusion: This study prompts consideration of the professional development needs of teacher educators concerning social justice that goes beyond acknowledging the existence of sociocultural issues by moving towards changes in pedagogical practices in PETE and PESP programmes. We advocate collaborative and reflective professional development for educators if SJPACK is to be woven throughout teacher education programmes and not just incumbent on educators with personal experience of social justice issues.

Enhancing attitudes and self-efficacy toward inclusive teaching in physical education pre-service teachers: Results of a quasi-experimental study in physical education teacher education

As many teachers feel overwhelmed by teaching inclusively, teacher education programs have to find ways to prepare them for this future challenge. Due to particular conditions, physical education (PE) teachers might be a particular target group in this context. With regard to the state of research, there is a need to identify inputs or learning situations that might improve the best physical education teachers’ competencies and underlying cognitive and affective-motivational aspects, such as attitudes, self-efficacy, or stress perception, to empower physical education teachers for teaching physical education inclusively. Practical experiences seem to be a key aspect in this context. Therefore, we conducted a quantitative evaluated quasi-experimental intervention study with physical education pre-service teachers to test different forms of promoting inclusion competencies and their underlying cognitive and affective-motivational constructs. Intervention group 1 (IG 1) followed an information-based seminar, whereas intervention group 2 (IG 2) was also taught theoretical units in combination with practical lessons in the gym that were prepared and conducted by the pre-service teachers themselves. The control group (CG) did not receive any specific information or practical experiences on inclusively teaching physical education. We first hypothesized that both intervention groups (IG 1 and IG 2), in contrast to the control group, would significantly improve their attitudes toward inclusion and the self-efficacy to teach inclusively, and would decrease their perceived stress related to teaching physical education inclusively (hypothesis 1). Second, we hypothesized that participants of intervention group 2 would have a significantly stronger increase in positive attitudes toward inclusion, a stronger increase in self-efficacy, and a greater decrease in the level of perceived stress related to teaching physical education inclusively than participants of intervention group 1 (hypothesis 2). Based on ANCOVA analysis, we found significant results for some subscales of the attitudes, but no significant results for stress perception and self-efficacy. In total, the teaching strategy in intervention group 2 seemed to work best in enhancing physical education pre-service teachers’ inclusion competencies.

Professional identity in physical education: a review of literature

Teachers’ professional identity shapes teachers’ educational views, impacting their behaviour, action and decision making. This study was designed with the goal of locating, compiling and analysing articles regarding professional identity in the physical education context and identifying elements that contribute to professional identity construction. We selected professional identity and physical education as search items in Web of Science, ERIC, SPORTDiscuss and Scopus. To investigate the previous decade of research, we limited the study to articles published between 2010 and 2020. This work combines recent publications written in Portuguese, English and Spanish. The database search yielded 27 relevant articles. The themes present in the articles can be divided into two groups: those linked to key actors and influences on physical education teachers’ professional identity, and those related to physical education preservice teachers. The following themes were discovered to influence teachers’ professional identity formation: relationships (established within their acting context), identity negotiation, identity transformation, lifelong learning, peer perception and the class context. The following themes impact preservice teachers’ professional identity formation: teaching practicum experience, prior experiences, a community of practice and the teachers’ body. Professional identity formation is an intricate process characterised by a diverse mix of personal, professional, environmental and social representations that interact in real time.

Changes in the Academic Motivation and Satisfaction with Studies of Pre-Service Physical Education Teachers during the Study Period

The study describes and explores how the academic motivation and satisfaction of pre-service physical education (PE) teachers change during the study period and how autonomous and controlled academic motivation is related to student satisfaction with academic studies. For data collection, questionnaire surveys were used. The Academic Motivation Scale (AMS) and The Course Experience Questionnaire (CEQ) were applied. Repeated cross-sectional studies design at regular intervals was also used in this research. Data were collected four times during PE students’ study period in four Lithuanian universities. The samples were distributed according to the study year: first-year n = 84, second-year n = 72, third-year n = 59, fourth-year n = 44 students. The analysis of the data showed that students’ academic motivation and satisfaction with studies changed during the study period. Both autonomous and controlled academic motivation indicators have relationships of similar strength with the same subscales of satisfaction with studies. The research results obtained provide a better understanding of the change in students’ academic motivation regarding students’ perceptions of the academic environment revealed through student study satisfaction.

Experiences of an Adapted Physical Activity Intervention Program in Saudi Pre-Service Physical Education Teachers’ Self-Efficacy Towards Inclusion

Introduction: Adapted physical activity programs are considered to be one of the most effective and timely ways of increasing levels of self-efficacy among pre-service physical education teachers toward inclusive practices. However, the literature lacks adequate qualitative studies to measure the effectiveness of such programs. To address this paucity, the present study aims to explore pre-service physical education teachers’ experiences after completing a 6-week adapted physical activity intervention program designed to improve the inclusion of students with physical disabilities in general physical education settings. Methods: Six pre-service physical education teachers who completed a 6-week adapted physical activity intervention program participated in individual semi-structured interviews. Deductive and inductive techniques were used in the data analysis. Results: All the participants reported that the intervention program was relatively effective at enhancing their self-efficacy and preparation towards including students with physical disabilities in physical education classes. Conclusion: Regular exposure to practicum involving teaching students with disabilities is key to encouraging strong self-efficacy among pre-service PE teachers. Some suggestions for future intervention programs are provided.

Occupational socialization in pre-service physical education teachers.

The purpose of this study was to examine differences in occupational socialization (OS) among pre-service physical education teachers' (PPETs) in four year groups. 238 PPETs from a Chinese university. An online survey and the semi-structured interviews were used to collect data. The younger PPETs felt more prepared and believed in the benefit of professional development more than the older PPETs. The PPETs' acculturation had a critical influence on their OS. The lack of early field experience may explain why the seniors felt less confident than their younger counterparts. This study would contribute a new angle to discuss the OS and physical education teacher education program quality, especially the design of the teaching practice opportunities, together.

Preservice Physical Education Teacher Attitudes Toward Fitness Tests and the Factors Influencing Their Attitudes

This study aimed to investigate preservice physical education teachers’ (PPETs’) attitudes toward fitness testing, and factors that may influence such attitudes. One hundred fifty-seven PPETs participated in the study (54.1% male). A slightly modified quantitative survey on PPETs’ attitudes toward fitness testing validated by Keating et al. (2001) was utilized. Analysis of variance and multivariate analysis of variance were used in data analysis. Consistent with Keating el al. (2001), the results indicated that PPETs had moderate, but significant, positive attitudes toward fitness testing. PPETs’ previous experiences with fitness tests affected their attitudes. Findings also showed PPETs’ professional memberships had a significant effect, but only on their beliefs of importance and usefulness of fitness testing. The data concluded that PPETs’ overall attitudes toward fitness testing were similar to the data found over 20 years ago. These results hold implications for PETE programming in that PETE faculty need to aid in PPETs’ journeys in fostering positive attitudes toward fitness testing to increase their confidence in administering testing within physical education and to integrate fitness testing in sound fitness education.

Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility

The present study aimed to analyse and contrast the experiences of six Preservice Physical Education Teachers (onwards PPET) from two different socio-demographic contexts, Spain and Ireland, regarding the use of Teaching Personal and Social Responsibility (henceforth TPSR) during their work placement. The sample consisted of six students aged between 21 and 25 years (three boys and three girls), in their final year of their bachelor’s degree, who had completed their work placement within the education pathway in different schools in Ireland and Spain. Each student participated in a semistructured interview to find out about their practicum experience, the relevance of TPSR and its relation to occupational socialisation theory. After transcription of the interviews, the results show great similarity between the two contexts, with a positive assessment of the experience and its high relevance for both the teacher tutor and the teachers during their nonuniversity education. Spanish students largely described the importance of past school experiences, showing a very positive assessment of past experiences as PE teachers. On the other hand, it is the students from Ireland who placed greater value on the applicability of TPSR in other subjects. In addition to having more experience using other pedagogical models, they also emphasised the importance of planning before applying methodologies such as TPSR.TPSR is highlighted as a suitable model for the promotion of social values in the classroom, although the training received during the degree course is insufficient for the proper application of the model. It is concluded that TPSR was perceived by Spanish and Irish students as a suitable methodology for teaching undergraduate students, but the students’ previous experiences must be taken into account.

An Exploration of a Reflective Evaluation Tool for the Teaching Competency of Pre-Service Physical Education Teachers in Korea

The purpose of this study was to develop an evaluation tool that could help pre-service teachers develop their teaching skills. As for the research method, the Delphi technique was used to collect opinions from physical education professor evaluation experts. The survey was conducted three times and various opinions of experts were collected and analyzed. The newly constructed evaluation tool consists of 46 questions for class preparation (the creation of the learning environment), the introduction (routine activities, learning goals, and task presentation), development (class strategy, observation and interaction, and the maintenance of the learning environment), and conclusion (routine activities, summary, and closure). It was designed to increase the accuracy of evaluation by developing evaluation criteria for each question. An evaluation tool including quantitative and qualitative methods for use in pre-service physical education teacher education was developed. The significance of this study is the development of an effective evaluation tool that can evaluate the core teaching behaviors in the field of physical education. This evaluation tool should be used as a learning tool that includes planning, operation, evaluation, and seeking improvement measures through reflective activities. If pre-service teacher education institutions apply this evaluation tool in their teacher training programs, it would be a great chance to learn how to develop and sustain teaching abilities and effectiveness.

Analysing the sustainability competencies of preservice teachers in Spain

PurposePhysical education has been described as an essential material to contribute to sustainable development. Therefore, it is necessary to examine the proficiency of higher education students in the three dimensions of sustainable development. This paper aims to analyse both the competences associated with the sustainability of preservice physical education teachers and the curriculum's influence on them.Design/methodology/approachIn total, 341 students (112 women) completed the validated Physical Education for Sustainable Development – Future Teacher PESD-FT questionnaire. This instrument assesses sustainable competences in its three dimensions (social, economic and environmental). In order to determine the influence of the curriculum on sustainability competences, the academic year studied was used as a variable. Variables such as gender, age and competitive experience in institutionalised sport were also considered in the statistical analysis.FindingsThe results showed that the total set of students scored above average in their self-perception of competences associated with sustainable development in all three dimensions. The Mann–Whitney U test and Kruskal–Wallis statistics showed no differences attributed to gender and grade, respectively.Originality/valueThis could help to rule out the influence of the curriculum as the main factor in the acquisition of these sustainable competences. However, greater competitive experience in institutionalised sports was associated with greater proficiency in social competence within sustainable development.

Investigation of the Relationship Between Teaching Motivation and Motivational Persistence of Pre-service Physical Education and Sports Teacher

Bu araştırmanın amacı, Beden Eğitimi ve Spor (BES) öğretmen adaylarının öğretme motivasyonu ve motivasyonel kararlılık düzeylerini belirlemek, demografik özelliklere göre karşılaştırmak ve bu iki kavram arasındaki ilişkiyi ortaya koymaktır. Araştırmada genel tarama modellerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini farklı üniversitelerde öğrenim gören 150 BES öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak Kauffman, Yılmaz-Soylu ve Duke (2011) tarafından geliştirilen, Güzel-Candan ve Evin-Gencel (2015) tarafından Türkçeye uyarlanan Öğretme Motivasyonu Ölçeği ile Constantin, Holman ve Hojbotă (2011) tarafından geliştirilen Sarıçam, Akın, Akın ve İlbay (2013) tarafından da Türkçeye uyarlanan Motivasyonel Kararlılık Ölçeği kullanılmıştır. Öğretme motivasyonu ve motivasyonel kararlılık düzeyleri cinsiyet, yaş ve öğrenim gördükleri üniversite açısından incelendiğinde anlamlı bir farklılık bulunmamaktadır (p>.05). BES öğretmenliği bölümünü tercih etme nedenleri arasında anlamlı bir fark bulunmaktadır (p<.05). Öğretme motivasyonu ve motivasyonel kararlılık arasındaki ilişki incelendiğinde ise pozitif yönde orta düzeyde bir ilişki bulunmaktadır (p<.05). BES öğretmen adaylarını öğretme motivasyonu ve motivasyonel kararlılığın sürdürülmesinde cinsiyet, yaş ve üniversite gibi değişkenler etkilememektedir. Bu mesleği severek ve isteyerek tercih etmeleri, mesleklerini severek icra edeceklerinin göstergesi olabilir.

Technology Preparation for Preservice Physical Education Teachers: A Credit Hour Analysis

Technological knowledge, technological content knowledge), and technological pedagogical knowledge is swiftly becoming a popular topic in the field of physical education teacher education (PETE). The Initial PETE Standards set forth by SHAPE America indicate that preservice physical education teachers (PPETs) should be taught how to use and teach with technology in their K–12 gymnasiums. However, research has indicated that PPETs are not being adequately prepared to teach with technology. This is a major concern seeing as the K–12 student population is becoming more technologically advanced. Additionally, the COVID-19 pandemic has highlighted the need for quality and equitable learning and instruction to occur through online platforms. The purpose of this study was to examine the number of credit hours dedicated to technology across the undergraduate curriculum of PPETs. To help frame the study, we used the 2018 Carnegie Classifications as a guide to see whether there were differences in technology credit hour allocation across varying colleges and universities in the United States. In addition to using the Carnegie Classifications, we broke up technology credit hours into three categories. For example, technology credit hours were offered during either the general education, the professional education, and/or the PETE major phase. Results from a paired-samples t test, an analysis of variance, and a multivariate analysis of variance indicated that PPETs take more technology credit hours during the professional education phase of their undergraduate curriculum than during the PETE major phase. Additionally, PPETs enrolled in doctoral institutions take more technology credit hours in the PETE major phase than PPETs enrolled in baccalaureate institutions. The incorporation of technology into PETE coursework, field experiences, and student teaching practicums will better prepare PPETs to deliver quality physical education through online interfaces.

Physical Education Preservice Teachers’ Perspectives on Teaching Health-Related Fitness

This aim of this study was to examine the relationship between preservice teachers’ acculturation and their beliefs related to teaching health-related fitness (HRF) within the K–12 setting. Participants included three preservice physical education teachers enrolled in an HRF course. Inductive analysis determined the factors that contributed to participants’ perceptions and conceptions of teaching HRF in physical education. Data analysis revealed three prominent themes regarding the preservice teachers’ conceptions of teaching HRF: (a) HRF content belongs in physical education, (b) lacking pedagogical expertise, and (c) physical education teachers are made at home. This exploratory study suggests that preservice teachers learn their conceptions of HRF from a variety of environments, contexts, and leadership figures and that their experiences can be deeply personal. These personal beliefs regarding HRF manifest themselves in preservice teachers’ understanding of how HRF content should be practiced in physical education. Physical education teacher education programs could provide more direct opportunities for preservice teachers to develop a more broad understanding of HRF content and field experiences allowing them chances at successful model implementation.

The motivation and teaching strategies in pre-service physical education teachers

Coronavirus disease 2019 (COVID-19) pandemics significantly affect teaching and learning. Especially physical education teaching that emphasizes practice in the field or large space. On the other hand, physical education classes must do online teaching, which leads to students not being interested in learning. This reason affects the teacher's motivation, making most teachers bored to teach without motivation. Specifically, in the pre-service physical educators who have low experience in teaching and leads to unenjoyed in their class. Consequently, pre-service physical educators need to find new strategies to teach students to be of greater interest. Thus, this study examined the relationship between teachers' motivation (intrinsic and external motivation) towards teaching strategies among pre-service physical educators. The instruments were regarding teachers' motivation in terms of intrinsic and external motivation and teaching strategies. The respondents were 157 pre-service physical educators in five universities in the border provinces of Southern Thailand. The result showed that there is a relationship between intrinsic and external motivation towards teaching strategies among the participants. These results provide guidelines for pre-service physical educators to improve their teaching and enhance students' achievement in the future through online physical education classes.