E-Learning in Physical Education

E-Learning in Physical Education

Dawna Sipe

University of Arizona

USA

Abstract:This paper is a review ofresearch relating to teaching physical education as an online class. Research is limited relating to this topic. According to theCenter for Disease Control, CDC, less than 3 out of 10 high school students receive 60 minutes of physical activity per day ( With many high schools letting students’ opt-out of physical education there is an immediate need for online classes to help meet requirements. Using e-learning for physical education could provide students without time for physical education a means to get physical activity and credit at the same time.

E-Learning in Sport & Exercise

To many physical education teachers e-learning courses and sport are opposites that can never be integrated together. However, many physical education teachers are finding it is possible to successfully teaching sport and exercise online. The notion of using online teaching and learning has at times seemed ludicrous (Ying & Kohl, 2006). During one module of gymnastics, Ying & Kohl integrated animations, graphics, and videos into the online learning activity. The unit was done over a 9-week period using college students. This first attempt at using e-learning for gymnastics also had several face-to-face meetings but those were not the main source of information for the students. Practice was conducted mostly outside of the classroom. As part of the online learning experience the designers took into mind that students had prior knowledge and would be able to tap into that to help learning. The first design element was video with annotated playback. The purpose of this was to integrate conceptual understanding and representations. The students, were not allowed to manipulate or experiment within the website. This report concluded that they hoped PE teachers would consider using the power of IT to “facilitate teaching and learning of psychomotor skills, developing the social and cognitive dimensions of pupils, while at the same time reinforcing skills and knowledge in information and communications technology” (Ying & Kohl, 2006, p.22).

In a report by Erskine (2004),he indicates that in Europe e-learning did not succeed using government intervention. However, schools like University of Phoenix are successful due to comprehensive programs of staff development. Those physical education teachers integrating e-learning within sport and exercise should use innovative technology and engage in research to test the results. Using a list of changing roles in e-learning, Erskine gives educators directions for their e-learning and exercise courses. Some of the items listed are: 1) from solitary teacher to member of learning group, 2) from memorizing facts to problem solving, 3) from a time and place, to an anywhere and anytime learning, and 4) from surface learning to deeper understanding (p.8).

E-Learning in Physical Education

Creating an appropriate e-learning experience for physical education has its challenges. Many states now offer the chance for students to earn credits; however, only a few require teachers to be physical education certified.Due to the lack of qualified teachers, many educational systems are using a hybrid model thatuses face-to-face and e-learning activities. This could be attributed to the large number of teachers who believe that online courses will be ineffective without face-to-face integrated into the course.Advocates continue to believe that face-to-face teaching is the only way to grade or assess students. Educators also see physical activity in direct conflict with the Internet. The National Association for Sport and Physical Education (NASPE) encourages teachers to consider using technology in physical education. Literature concerning online and distance learning show no significant differences in learning between face-to-face and online approaches. Yet there are no empirical studies in physical education comparing these two types of approaches (National Association of Sport and Physical Education, 2007, para. 3).

The concept of life-long learning is a deeply rooted term in physical education. By using e-learning students are under control of their own learning activities which requires a high degree of self-learning, referring to a student’s ability to plan, adapt, control, reflect, and evaluation (Guan, 2012 p. 3558). Teachers in the physical education domain, however, should decide the objectives.

Online Opportunities

Opportunities for online physical educationhavechallenges, see Table 1. Many states are just now putting into place standards for “regular” online courses. These standards have not been tested and cannot be labeled as best practices. Nonetheless, many educators do agree that online physical education would be beneficial for some students, such as students who are overweight, those who are intimidated by face-to-face fitness classes, and those who are homeschooled would receive the most satisfaction from e-learning in physical education. Next, it is important for physical education teachers to recognize how some students’ needs are not easily identified such as students with emotional or educational needs. This shared online coursenot only offers assistance to special needs students to hopefully find more relevance and a positive attitude towards physical activities. This in-turn could lead to encouraging families to get physically active. Anotheradvantage is time. Students have more flexibility in choosing when to participate as they delegated time to the course. The time of day or night would not matter to achieve the benefits of movement and exercise. Online learning could help students demonstrate Standard 5 - exhibits responsible personal and social behavior that respects self and others in physical activity setting, and Standard 1 - demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. The hybrid model would be used for a final evaluation (NASPE, 2007, para. 15).

Table 1. Advantages and Disadvantages of OnlineLearning

Advantages:

• Students can sleep in and complete coursework at times that work for them.
• Students can progress at their own pace.
• Students can complete coursework from anywhere.
• Students can easily communicate with other students when they want to.
• Students living in remote areas may be better served.
• Students receive immediate feedback.
• Students can review material that is unclear to them.
• Teachers can make content changes quickly and easily.
• Teachers can personalize teaching for each student.

Disadvantages:

• There is little research to support online learning in physical education.
• There are accountability issues in terms of student learning and performance.
• The current focus seems to be on fitness; most publishers and developers have not addressed comprehensive physical education.
• The accountability of students’ level of physical activity is lacking.

(Mohnsen, 2013, p.43)

While students of online physical education classes still have to run, online classes have several advantages over traditional face-to-face classes. Students with large class loads, body-image issues, and students who fear criticism by peers may all prosper in an online physical education course. So what can online physical education students expect? Online students can expect to complete physical activities and written assignments. Educators have the flexibility of starting online on regular school calendar times, summer school, and even self-start classes (Grayson, 2010. p.2).

Challenges

There are, however, some challenges to offering online physical education. Many states have just begun to develop state standards for online courses. Therefore, they have not been tested. Excessive time using technology has been linked to childhood obesity. When students register for online physical education teachers have a hard time determining if students are actually doing activities. Technical difficulties are also an important factor in students’ success. If there are technical issues students tend to become discouraged and have trouble refocusing or even finishing the course. Like other online courses, students need to be organized, disciplined, and responsible in order to complete tasks and manage time (NASPE, 2007, para.13).

Prerequisites

According to experts, students should go through a prerequisite physical education class before taking an online course. Students should also pass a fitness test before attempting the online version. Part of this test is passing a basic movement concepts and motor skills test along with a beginning knowledge of physical education. Next, students should be able to navigate the Internet, download digital videos, and participate in webinars and pod casts. This includes a basic understanding of technology such as Microsoft Word and PowerPoint. When doing movements, students should understand the safety procedures in performance of exercises. Both parents and students containing information regarding plagiarism, Internet safety, copyright material, and documenting physical activity should sign a code of conduct. An initial meeting with parents is recommended. This meeting would go over all materials and requirements. It would create an opportunity to put a face to an instructor and students, taking away the ability to remain anonymous during an online course (NASPE, 2007, para.20).

Assessment

During an online physical education class teachers need to understandthe importance of assessing students using a variety of performance-based activities. Using technologies such as heart rate monitors, PowerPoint presentations, digital videos and multi-media presentations; allow students to demonstrate the assigned activities. As a best practice, it is recommended for the assessment tools to be discussed at the beginning of the course. Class size should also be considered when planning assessment. A large class requires a tremendous amount of time for the teacher. Teachers would require more time to assess if the classes are too big, thus limiting the amount of assessments possible. Time recommended for online physical education is high so class size needs to be smaller than a traditional class. Courses should also take into account students with special needs. Items such as IEP’s and 504’s let teachers know who needs accommodations. This is not an option, but rather required by each state. Each instructor should seek out information regarding these students so that they might be successful doing physical activity online (NASPE, 2007, para.).

Implementing Online Physical Education

When implementing online physical education it is important to remember that the development and delivery of instruction is important. Technology is becoming more a part of daily life then ever before. As such, younger generations of students may not be familiar with life before cell phone, Internet, iPods, and immediate answers to questions thanks to online search engines. With online courses several teachers delivering the same message can teach one class. Students have access to the entire Internet, which also has many teachers. In Mohnsen’s (2012) journal report she states two key findings when implementing online classes. First, students who took the online classes performed better than those taking the same class face-to-face. Second, instruction using both online and face-to-face elements had a larger advantage than just the online version. Students also indicated that they missed the ability to receive immediate feed back about performance. Yet, conversely, they enjoyed the freedom and flexibility that online class provides.

When developing an online course the same strategies are used that would be implemented in a traditional classroom. Teachers start with grade level standards provided by their districts. Goals and objectives are set using these standards for students. Then assessments are evaluated for use online. Many districts have set assessment that the instructor is required to use. Next, teachers need to determine which online activities to use for their classes. Looking at what is used in the classroom can often be used in online course with few modifications. Instruction is then delivered through the use of technology. Since the standards and curriculum are the same, the instructional approach would be the difference. Most of classes are offered using a learning management system (LMS) using synchronous and asynchronous communication. The LMS provides instructional tools and assessment features. Media should be arranged to help students transfer knowledge most effectively. For synchronous learning teachers can use video conferencing, electronic white boards, and chatting. Asynchronous activities can use instructional software, reading of online materials, discussion groups, technology devices, email, and web sites as identified by the teacher (Modhsen, 2012).

Webquest is also a tool to use in online physical education. It provides a structured, online activity space for learners to interact with Internet resources. Templates are provided for both teachers and students making the development of lessons simpler. The webquests consists of six components; 1) introduction to capture students attentions, 2) description of tasks, 3) the process broken down into steps, 4) information sources needed, 5) evaluation that informs students how they will be graded, and 6) an ending or conclusion. There are two types of webquests, short-term and long-term. With short-term webquests students can review fitness concepts. A long-term example would be analyzing body information and set health plans. In a synopsis by Woods, et al., the first step to development is writing up the task. Describe what students need to do and the steps to get there. Then develop the student evaluation specifically using steps for procedures. Rubrics can be used for criteria and ratings of students work. Next, create the process that students will follow. This often takes the most time to develop. Scaffolding, foundational knowledge, and vocabulary they need to solve the problem. Webquests can be used for groups or individuals. Interdisciplinary elements can be added into webquests problem solving activities. Webquest is a tool to integrate computer technology into physical education (Woods, et al., 2004, p.42-46).

In higher education it is important for educators to remember that most physical activity uses in-class instruction and supervision. Instructors want to monitor activity and provide knowledge. The use of Internet is ideal tool to provide a supplement to classroom instruction. Students are then supplied with extra time for physical activity lending itself to remaining active after the class concludes (Mooneyhan, 2012, p.183).

Effects of Online Physical Education

One study was conducted to determine if health lessons delivered online would affect energy expenditure. Students were fifth grade boys and girls from eight different public schools. Consent forms where sent out and 90% of them were returned. Students were further slit into two groups, the classroom group (group 1) and the group receiving online instruction (group 2). Researchers then sent out paper and pencil questionnaires and a test to develop a baseline. Test two and three where administered approximately 8 weeks apart. A weekly activity checklist was provided for students to record activities that lasted for 15 minutes or more. This information was then validated using accelerometers, which is a reliable way of measuring physical activity.

(Palmer, 2005, p.90)

The results revealed online physical education classesmight be an option for teaching health and physical education instruction. However, further research into online health and physical education needs to be conducted (Palmer, 2005, p.89).

In a study following college age students, 52 students participated in required fitness classes using both traditional and online programs. A pre- and post-test was administered to two groups of students. The results showed no significant difference between the two groups on either test. The student’s use of the Internet also reduced days learning by 13 so that students could participate in increased physical activity. In this case, the Internet was shown to be an effective delivery method (Mooneyhan, 2012, p.181). The Internet was used as a tool to disseminate knowledge and provide more class time for application and activity. Appropriate use of the Internet allows for more class time to be devoted to physical activity. When providing physical education online the delivery method should be considered. A student can benefit from more physical activity time and content knowledge (Mooneyhan, 2012, p.186).

Conclusion

Physical education is an ever-developing science. Changes in knowledge about the body and its functionsare always occurring. Educators need to keep current not only in pedagogy but technology. Today’s teachers are often scared of change and things that are new. Yet we, as educators, can reach a segment of students that feels alienated by physical education. Showing the students that being physically active is an important part of a life-long learning. Implementing online physical education is an important part of health and exercise learning that can reach many. However, research into online physical education is at its infancy. Much more work needs to be done to provide concrete answers. Antidotal information is available regarding the importance of offering choice in physical education. This information, though not formal, is convincing in its desire to help students of all ages. When reviewing the literature it has become clear that most research has been done outside of the United States. A need is evident for more research to be conducted which assesses the effects of online physical education are needed.

References

Center For Disease Control. (2011). Physical activity and health; The benefits of physical activity [Position Paper]. Retrieved from

Erskin, J. (2004). E-Learning in sport & exercise science. The Sport and Exercise Scientist, 1, 8-9.

Grayson, J. (2010). Virtual P.E.? NO SWEAT!THE Journal, 1-7.

Guan, B. (2012). Determination of China’s online physical education objective. SciVerse ScienceDirect, 29, 3557-3561.

Mohnsen, B. ((2012). Implementing online physical education. Journal of Physical Education, Recreation & Dance, 83, 42-47.