Research Article
Boundless Classes And Absent Bodies: Teaching Physical Education Online
@INPROCEEDINGS{10.4108/eai.28-10-2022.2327409, author={Lydie D. Paderanga and Monera Salic-Hairulla and Rebecca M. Alcuizar}, title={Boundless Classes And Absent Bodies: Teaching Physical Education Online}, proceedings={Proceedings of the 8th ACPES (ASEAN Council of Physical Education and Sport) International Conference, ACPES 2022, October 28th -- 30th, 2022, Medan, North Sumatera, Indonesia}, publisher={EAI}, proceedings_a={ACPES}, year={2023}, month={6}, keywords={boundless teaching physical education online}, doi={10.4108/eai.28-10-2022.2327409} }- Lydie D. Paderanga
Monera Salic-Hairulla
Rebecca M. Alcuizar
Year: 2023
Boundless Classes And Absent Bodies: Teaching Physical Education Online
ACPES
EAI
DOI: 10.4108/eai.28-10-2022.2327409
Abstract
This qualitative study explored the PE teachers’ experiences in teaching online during the outbreak of the COVID-19 pandemic. Specifically, it aimed to investigate the teaching experiences and perspectives of the PE teachers and the educational theories that guided them on online teaching. Another purpose of the study was to understand the insights of the PE teachers with regards to their instructional practices of online teaching. PE college teachers from the Mindanao State University-Iligan Institute of Technology (MSU-IIT) served as participants of the study. In order to describe PE teachers’ instructional practices and perspectives regarding online PE teaching, the following research questions guided the study: (1) What are the daily instructional practices of participating online PE teachers; (2) What educational theories guided these teachers’ online teaching of PE? and (3) What are the perspectives and reflections of the PE teachers on online learning? Data collection methods for this case study included 1) interviews with online PE teachers, 2) virtual classroom observations and field notes, and 3) e-mail communications between the researcher and the participants. Results showed that teachers provided demonstration classes and allowed students to be creative in submitting their outputs. They practiced differentiated instruction, challenged the creativity of students and developed innovative ways of teaching PE online.
