DIGITALPHYSI-OUT DOORS: ADAPTING THE TEACHING RESOURCES TO THE COVID19 CONTEXT IN PHYSIOTHERAPY COURSES
1 Exercise Intervention for Health Research Group (EXINH‑RG), Department of Physiotherapy, University of Valencia, (SPAIN)
2 Department of Physiotherapy. Faculty of Physiotherapy. University of Valencia (SPAIN)
3 Surgery and Medical Surgical Specialities Department, Faculty of Medicine and Health Sciences, University of Oviedo (SPAIN)
4 Faculty of Health Science. Universidad Europea de Valencia (SPAIN)
2 Department of Physiotherapy. Faculty of Physiotherapy. University of Valencia (SPAIN)
3 Surgery and Medical Surgical Specialities Department, Faculty of Medicine and Health Sciences, University of Oviedo (SPAIN)
4 Faculty of Health Science. Universidad Europea de Valencia (SPAIN)
About this paper:
Appears in: EDULEARN22 Proceedings
Publication year: 2022
Page: 3250 (abstract only)
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.0797
Publication year: 2022
Page: 3250 (abstract only)
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.0797
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
Dates: 4-6 July, 2022
Location: Palma, Spain
Abstract:
Introduction:Health restrictions and recommendations derived from the COVID19 have influenced the way of teaching during the 2020-21 academic year. Since open-air spaces are considered to have a lower risk of contagion, there exist the possibility of adapting the classes to these spaces, which can also be beneficial for the experience of knowledge and allow for greater interaction between students and teacher.
Purpose:
The objective of the study was to analyze how feasible and useful it is to adapt the classes of the subject "Physical Preparation applied to Physiotherapy" to an out-door space during the 2020-21 academic year.
Methods:
Five practical lessons of the “Physical Preparation applied to Physiotherapy” course were chosen to be adapted to an outdoor setting. The teachers in charge met to decide on the appropriate adaptations, without substantially altering the content of each lesson. The different methodological adaptations proposed were discuss and approved by consensus. It was also postulated the potential benefits it could have on the students' learning. Subsequently, the students (n=23) were survey to verify their satisfaction with the adaptations.
Results:
The main methodological adaptations proposed were: to opt for a circle layout, to use the spaces to carry out physical activities that allow students to experience the contents of the subject (running, jumping, stretching), to propose more physically active classes, thus reducing the time spent sitting, and to promote interactive games and collective activities. It was postulated that these adaptations would allow a greater interaction between students and teacher, as well as a greater experiential nature of the contents. Students were very satisfied with the outdoor classes (4.8 out of 5) and reported that the methodologies employed were enjoyable and entertaining (4.56 out of 5). Furthermore, 87% of students said that they will recommend those classes.
Conclusions:
In order to adapt the “Physical Preparation applied to Physiotherapy” to an outdoor space, a series of methodological adaptations were made to allow for greater interaction between students and a more experiential nature of the contents. The students surveyed showed a high degree of satisfaction with these adaptations.