Abstract:

This paper is a timely review of the recent literature related to online physical education, with an emphasis on how physical education teacher education programs can design pre-service learning to empower new teachers for their future roles in online physical education. Current pandemic conditions have created paradigmatic shifts in how physical education is taught and experienced in online settings. This review of recent research has critical importance to teachers and curriculum developers, as they navigate the particular challenges and opportunities that exist in online learning settings for physical educators. In particular, we examine cases where online learning has been beneficial to student engagement in physical and health education, how technology can decrease barriers to access, or allow a greater inclusion of cultural differences, as well as increase parental involvement and the use of local facilities and community centres beyond the traditional school environment. Further, some gaps in the literature related to the evolution of effective assessment and evaluation methods are addressed.

While the world of educational research is becoming more concerned with online learning, much remains to be discovered regarding the applicability of these concepts to physical education online learning modalities. Further, as many secondary and post-secondary institutions move toward online learning environments, with a highly personalized and self-directed nature, the exploration of modalities to teach physical and health education online becomes increasingly more relevant. The limitations of the studies reviewed for this paper further emphasize the need for a relevant and current model of online PE learning that necessitates learners possess, or are encouraged to develop, local networks and communities, as well as the familial support necessary to stay active while learning online (Participation Report, Canada, 2018).

This review of research focused first on studies of physical and health education across situations and contexts in studies published from 2010- 2020. Articles that were qualitative and analytical were considered, to define the constructs as a framework for this paper. Only peer-reviewed articles using quantitative data are considered for the analysis comprised in this paper. Educational databases including EBSCO host, Scholar Google, Research Gate and ERIC served as sources for the following key word searches: “physical education” “health education” “digital” and “online learning”. The initial search was narrowed using a popcorn approach where references from key articles were used.

In summary, this review of research summarizes studies that examine the area of physical education in online settings, raising important questions about the need for further research into how online learning environments for pre-service PE teacher candidates can be successfully designed and implemented for student engagement and success.

Keywords:

Physical Education, Online Learning, Teacher Education.