THE CHALLENGES ENCOUNTERED BY TEACHERS IN VIRTUAL

PHYSICAL EDUCATION

_________________________________________________

An Action Research Presented to

Lorenzo L. Sardon III
Urdaneta City University

____________________________________

In partial fulfillment
of the Requirements for the Subject
Field Study 2

2022
TABLE OF CONTENTS
INTRODUCTION 4

INTRODUCTION TO PHYSICAL EDUCATION 6

INTRODUCTION TO ONLINE TEACHING 10

THE AIM AND PURPOSE OF THE STUDY 23

METHODS AND PROCEDURES 24

Methodology of the Study 24

Sampling 25

Data Collection 26

RESULTS 30

Challenges Identification 23

Alternative Solutions

Conclusion 38

Recommendation 42

ACKNOWLEDGEMENT 43

REFERENCES 44

ABSTRACT
 INTRODUCTION

Physical education is an important part of the education system it provides ample

opportunities for students to learn about bodily movement and engage in physical

activity. Online P.E. has been rough for many students, while other students don’t mind

it. Though virtual P.E. is one of the many challenges schools face because COVID-19

has closed them, students and teachers can work together to make the class just as

efficient as before. The physical education teachers also have trouble with online

classes. It’s slower to communicate and it’s harder to keep track of students’ exercise

through a computer screen. Some teachers have issues providing feedback when they

can’t see the progress made in their students. Teachers have a very limited amount of

activities and exercises to assign to students because not all students have the

equipment needed. In real-time, teachers could keep a better eye on their students and

update on how they were doing. Now, all of this is much harder, and students and

teachers need to work together to figure it all out.

The COVID-19 pandemic has created the largest disruption of education systems

in history, affecting nearly 1.6 billion learners in more than 190 countries and all

continents. Schools for more than 168 million children globally have been completely

closed for almost an entire year due to COVID-19 lockdowns (UNICEF, 2021). In light of

this unprecedented COVID-19 global outbreak, the sustainability of effective learning

has been identified as a major challenge across all levels of education (Hebebci et al.,

2020; Huang et al. 2020; Dunstan 2020; Zhang et al. 2020; Crord et al. 2020).

Education is a continuing process for the students and if its effects due to any reason
the learning will be suffered, and to make the continuity of the education many

countries have been adopted online teaching for the time being to cater to the needs of

the students. This new model of teaching is being partially enjoyed by the parents, in

the recent study Khan (2021) found that parents have given their opinion that online

classes can deal with the pandemic situation and is the online option to continue the

education.

Physical education activities including yogic activities such as meditation and

breathing exercises are considered to be a holistic healing method to overcome anxiety

and panic attacks. In March 2020, USA- are the true ways to relax and get less panic in

every worst situation. Along with the battle of COVID-19, parents must also fight with

laziness during lockdown because the majority of the children are moving towards a

sedentary lifestyle which is not a good indication for their development. The practice of

regular physical exercises which may minimize the emergence of problems that directly

affect people‘s behavior should be encouraged, during social isolation in the pandemic

period (Pavón D, 2020). There are growing concerns about the long-term effects of the

COVID-19 pandemic on children and young people. The pandemic did not only impact

physical education but also played a role in the amount of physical activity and exercise

undertaken by youth across the nation. The pandemic has led to the implementation of

protocols that has changed how teachers teach and communicate with students and

families. The results of recent studies in the USA showed that 78.8% of physical

education teachers believed their students were obtaining either ―significantly less‖ or

―somewhat less‖ physical activity compared to their typical school day. (Pavlovic et
al.,2021). Many students are therefore not able to actively participate in their regular

individual or group sporting or physical activity outside of their homes. Under such

conditions, many tend to be less physically active, have longer screen time, irregular

sleep patterns as well as worse diets, resulting in weight gain and loss of physical

fitness. The ramifications of decreased physical activity, school closures, and social

isolation extend beyond declines in physical health. Mental health, specifically anxiety,

stress, and depression, are negatively impacted when school-based resources are

removed, leading to a worsening of these conditions (Lee, 2020). An abundance of

research says that staying home for a long time might lead to sedentary behaviors,

such as spending more time on sitting activities, playing games (Dunton,2020).

Physical education is an important part of the education system, it presents the

best opportunity for all students to learn about bodily movement and engage in physical

activity. Physical education addresses the three domains of learning: cognitive or

mental skills related to the knowledge of movement; affective, which addresses growth

in feelings or attitudes; and psychomotor, which relates to the manual or physical skills

related to movement literacy (SHAPE America, 2014). Physical education is an

important subject in the school educational curriculum in many countries. The benefits

of physical education activities such as sports, recreational fun events, and structures of

physical activity for physical health and wellness are well documented. As parents

‘willingness to engage in physical education has increased, so has the involvement of

children, which in turn has created a ritualized, family-centered engagement with

exercises.
INTRODUCTION TO PHYSICAL EDUCATION

Physical education, or P.E., is a subject that is taught in schools all around the world.It

is commonly taught in primary and secondary school, and it promotes health and

physical fitness by encouraging psychomotor learning via play and movement

exploration. Activities in P.E. includes football, netball, hockey, rounders, cricket, four

square, racing, and a variety of other children's games are among the most popular.

Nutrition, healthy practices, and individual needs are also taught in physical education

(Mitchell, Stephen 2016 ). Physical education programs differ from one country to the

next. When taught correctly, P.E. may be a really rewarding experience. Students'

health, conduct, and academic achievement can all benefit from attending class. It aids

in the development of physical fitness as well as the ability to perform and enjoy daily

physical activities. Physical education lessons help youngsters grow up to be physically

and mentally active, fit, and healthy. Engaging classes and well-trained P.E. instructors

are essential components of a successful physical education program. Teachers,

sufficient instructional time, and student evaluation are all important factors. Physical

education aids in the development of physical abilities and confidence in kids. For

example, elementary and middle school curricula include activities that assist children

learn and improve abilities like running, catching, throwing, and striking, which are

useful in sports like baseball, volleyball, and karate. Dance or gymnastics could benefit

from balancing skills. The emphasis in high school should be on lifelong sports skills

such as tennis or aerobic dancing, with a secondary concentration on team sports.

Physical education improves fitness and instills a desire to engage in physical activity for

the rest of one's life. (Definition and Overview of Physical Education, 2015)

The main goals in teaching modern physical education are: (Kun, 2003)

• To introduce kids and teens to a wide range of physical activity and healthy activities.

As a result of P.E. It is one of the few possibilities that can guarantee positive and

healthful activity in children, and it is available to practically all youngsters.

• To instill the ability to stay fit and healthy for the rest of one's life.

• To encourage exercise self-reporting and tracking.

• To tailor the length, intensity, and type of activity to the individual.

• To concentrate feedback on the process rather than the outcome.

• Act as active role models.

Physical educators must promote and strengthen growing motor skills, as well as

equip children and teenagers with a fundamental skill set that expands their movement

repertory, allowing them to participate in a variety of games, sports, and other physical

activities throughout their lives. These objectives can be met in a variety of methods,

according to NCBI's "Approaches to Physical Education in Schools." National, state, and

municipal criteria often specify which physical education standards must be taught. The

subject presented, the credentials required of instructors, and the textbooks and

materials that must be utilized are all determined by these criteria Teaching sports
education, or the use of sports as an exercise, fitness education, which deals with

overall health and fitness, and movement education, which deals with movement in a

non-sport environment, are among the numerous criteria. When taught effectively and

in a good manner, children and teens can reap a slew of health benefits. ("Approaches

to Physical Education in Schools". NCBI, 2021.) Reduced metabolic disease risk,

improved cardiological fitness, and improved mental health are just a few of the

benefits. 2017 (Hollis, Sutherland, Williams, and others). There is also a link between

brain growth and physical activity, according to research. (Reynolds, 2013) Physical

education can also help improve academic achievement. Researchers in 2007 found a

profound gain in English Arts standardized test scores among students who had 56

hours of physical education in a year, compared to those who had 28 hours of physical

education a year.

Many physical education classrooms use technology to help their students

exercise effectively. A simple video recorder is one of the most affordable and often

used equipment. Students can use this to record themselves and then review the

recordings to see what faults they are doing in activities such as throwing or swinging.

Students find this more beneficial than having someone try to explain what they're

doing wrong and then try to remedy it, according to studies (Wang, Myers, Yanes,

2010)
INTRODUCTION TO PHYSICAL EDUCATION ONLINE LEARNING

It’s proven that physical education can positively impact student’s learning in other

areas of study. Having a healthy and fit body during formative years can help improve

other aspects of education. An active lifestyle is often responsible for:

 Better brain cognition

 Improved test scores

 Higher grades overall

 Increased concentration and attention span

 Keeping kids engaged during other classes

 Fostering confidence to answer questions

 More accurate responses to in-class questions.

Physical activity helps the brain function more efficiently and effectively overall. Plus,

science shows that fitness plays a significant role in keeping kids mentally fit as well.

Quarantine and isolation are attributed to negatively impacting young people’s mental

wellbeing. Many children went weeks or months without seeing their school friends and

favorite teachers. It’s no surprise that so many students are experiencing mental health

struggles during the pandemic.

That’s why it’s crucial that children continue to participate in physical education

classes during the pandemic, even if an online environment is the only outlet. Healthy

minds and bodies will motivate students to make it through this strange time in the

world’s history.
 Physical education has long been thought of as a practical and hands-on topic. Close

proximity and physical interaction are widespread in schools (Varea et al., 2020). The

COVID-19 epidemic has posed significant obstacles for teachers all throughout the

world, including online learning. For many teachers and students, online learning will

not appear to be as effective as face-to-face instruction gaining knowledge (Kimmel et

al.,2020). However, to play a vital part in a student's development and success,

Physical education teachers, like all other teachers, are being relocated to new

positions. Because of the COVID-19 epidemic, the internet delivery system was shut

down.

Due to the various practical components, physical education may well suffer the

most in the transition from well-established face-to-face instruction and environments

to virtual/online ones. With this new and sudden change in the learning and teaching

environment (LTE), forcing students to lessen physical contacts and increase the

physical distancing; physical education teachers are challenged to refocus their LTE to

online learning where they are challenged to advocate for pedagogical practices in

online settings that focus on student-centered constructivist approaches (Rice, 2006),

that promote interactive environments and relevant/authentic learning experiences

(Beldarrain, 2008). Physical education teacher instructing students how to play cricket,

perform half squats and perform other types of physical activity but that can be a bit

challenging during online/remote teaching. Distance learning is a challenge that goes

beyond getting every student a computer system, a smartphone, and/or an internet

connection
 THE AIM AND THE PURPOSE OF THE STUDY

The purpose of this study is to determine the major challenges encountered by teachers

in virtual teaching of the subject Physical Education. The results

gained will be a useful to enhance or address the issues relating to the online or virtual

teaching of the subject Physical education.

The study brief aims:

 To determine the major challenges encountered by teachers in virtual physical

education; and

 To provide intervention or solutions to address these challenges.

 METHODS AND PROCEDURE

Methodology of the Study

A qualitative approach was utilized in the study. To understand concepts, opinions, or

experiences, qualitative research entails gathering and evaluating non-numerical data

(e.g., text, video, or audio). It can be utilized to get in-depth understanding of a subject

or to develop fresh research ideas. Qualitative research is used to learn about people's

perspectives on the world. While qualitative research has a variety of methodologies,

they always focus on keeping rich meaning when evaluating data. Grounded theory,

ethnography, action research, phenomenological research, and narrative research are

all common approaches. They have some similarities, but their goals and perspectives

are quite different. Because all observations, interpretations, and analyses are mediated

via their own personal lens, qualitative researchers frequently consider themselves

"instruments" in research.

Sampling

The most prevalent sort of non-probability sampling is convenience sampling, which

focuses on gathering information from individuals who are 'convenient' for the

researcher to reach. This sample method eliminates the need for a random selection of

participants based on any set of criteria such as demographic factors. Thus the

researcher subjectively select P.E teachers who are willing to be contacted and

participate in the study.

Data Collection

Like any other qualitative research that rely on participant interviews, this study also

utilized interview (face-to-face and online interview) to collect data. Interviews are the

most direct and straightforward method of collecting thorough and rich facts on a topic.

The style of interview used to gather data is based to the study questions.

The questions that was asked to the participants are the following;

1. What are the major challenges you encountered as a Physical Education

Teacher?

2. How do you overcome these challenges?

RESULTS
Challenges Identification

This study aims to seek the possible solutions to the “Challenges Encountered in Virtual

Physical Education” of teachers. This study was conducted during the first semester of

academic year 2021-2022. In this study, it will answer the following questions;

1. What are the major challenges encountered by the teachers in virtual Physical

Education?

2. What are the possible solutions to overcome those challenges encountered?

Alternative Solutions

Physical education has long been regarded as a practical and hands-on topic

in schools, where close approach and physical interaction are considered to be effective

in delivering the suject (Varea et al., 2020 cited in Jackowicz and Sahin 2021). Physical

education has suffered the most in the transition from the well face-to-face training and

settings to virtual/online ones due to the different practical components. Physical

education teachers are challenged to advocate for pedagogical practices in online

settings that focus on student-centered constructivist approaches (Rice, 2006), that

promote interactive environments, and that promote relevant/authentic learning

experiences. interactive environments and relevant/authentic learning experiences

(Beldarrain, 2008 cited in Jackowicz and Sahin 2021).

There are many challenges to teaching online, such as: complex technology; less

content to cover; time consumption related to more open-ended schedules; difficult

interactions and less direct contact with teacher candidates; juggling multiple things at

the same time; difficulties in motivating teacher candidates; and overwhelming stress.

In PETE planning and delivery, there exists an interwoven relationship between space

(e.g., requirement for and use of large activity space), equipment (exploration and use

of a variety of equipment), and student engagement in physical movement and

movement explorations in groups—all of which serve to make PE teaching and learning

more accessible and meaningful. Here, we address unexplored yet anticipated major

challenges particular to online PETE in the COVID-19 era:

1. We anticipate PETE instructors may have difficulties helping teacher candidates

pedagogically conceptualize, create, and practise movement concepts, skills, and

strategies utilized across a variety of physical activities (e.g., games, alternative

environment activities). Our concern is that the less connected f2f environment makes it

more difficult for PETE instructors to help teacher candidates explore and deconstruct

their own personal experiences in PE—ones often rooted in traditional and less

accessible understandings of what PE teaching and learning should look and feel like.

2. It will be difficult to help PETE teacher candidates navigate the relationship between

theory and practice in a largely two-dimensional learning environment. The f2f setting

offers three-dimensional views and experiences—embodied experiences for teacher

candidates to explore the use of space, movement, and equipment in PE teaching and
learning. PETE teacher candidates who are not PE majors or minors (e.g., generalists)

may be left to navigate the disconnect between theory and practice—a divide that

would often be carefullyaddressed in curated, embodied three-dimensional experiences

(e.g., safely and purposefully utilizing space, equipment, peers, and relationships).

3. Even when teacher candidates understand PE curriculum and pedagogy, it will be

difficult for instructors to explain and demonstrate (and difficult for teacher candidates

to observe and operationalize) how to implement and adapt PE instructional models and

strategies (e.g., TGfU, Easy-Play), and offer teacher candidates the opportunity to

explore and practice teaching physical activities (e.g., peer-teaching) in the required

space with planned equipment for targeted curricular expectations/objectives in online

settings. Compounding this challenge, we anticipate online-only teaching may uncover

access/equity concerns. In particular, access to technology (e.g., reliable internet,

sharing of tech within home) and inhome access to physical activity equipment may be

obstacles to consistent and meaningful online PETE course participation.

Solutions

Below, we offer an array of suggested strategies that will help enable and empower

PETE instructors to contend with teaching online:

1. Instructors may utilize curated videos (e.g., ATLAS, National Board for Professional

Teaching Standards) to show PETE teacher candidates what purposeful teaching and

learning looks like in school PE classes. Teacher candidates should be encouraged to

learn how to use animations or video games to motivate school pupils to have a variety

of fun physical activities.

2. Instructors are encouraged to consistently and frequently utilize technology to

present visual aids (e.g., MS Teams whiteboard) in order for teacher candidates to

identify, explore, understand, and deconstruct movement skills, sport tactics, and

teaching strategies.

3. Instructors are also encouraged to use culturally relevant analogies, vivid language,

and mental imagery in their PETE instruction of movement skills, concepts, and

strategies (Barrett & Lu, 2010; Hall & Fishburne, 2010). These strategies may help

make complex tasks and activities accessible and meaningful by helping teacher

candidates construct knowledge and understanding (e.g., using personally and

culturally relevant contextual connections/bridges between what would be considered

familiar and what would be considered new) in mainly two-dimensional online PETE

course offerings.

4. Instructors may work to build a supportive and collective online course community

via the use of instructional methods such as group instruction, creation of online shared

forums, and through efforts to connect PETE teacher candidates to practising PE

teachers in the field beyond their institutions. 16 Lu, Barrett, & Lu

5. Due to the complex nature of technology, it is likely for anyone to offer help or

tutorial in PETE online settings. Thus, teacher candidates should be encouraged and
empowered to be a tutor or leader whenever possible in the process of exploration and

experimentation with various technologies throughout the course.

6. PETE instructors should form a PETE-related professional learning

community/network (e.g., at local, regional, provincial, national, or international levels)

and take advantage of both synchronous and asynchronous technology opportunities to

share expertise through the use of pre-recorded audio/video PPT/PDF on online

platforms (e.g., Sakai, SharePoint). Moreover, PETE instructors can leverage expertise

serving as guest lecturers, or invited PE experts as guests from other institutions,

schools, or communities around the world to give online live presentations or

workshops.

7. Instructors should support PETE teacher candidates’ efforts to make sound decisions

particularly around the sourcing and use of credible sources. It is important to teach all

teacher candidates how and where to search for reliable PE resources. As a starting

point, instructors may find helpful what we term the 4C aims for sourcing: (a) aim for

clear connections to PE curriculum, (b) aim for currency (e.g., recent), (c)

comprehensiveness (e.g., wider body of evidence), and (d) aim for resources where

possible that are related to your context (e.g., local, regional, country specific).

8. Instructors should be mindful of the pressures and stresses associated with the

unprecedented challenges in the PETE online environment. It is essential to emphasize

self-care (e.g., mindfulness) and staying positive, which may help manage both mental
health and productivity for the instructor and teacher candidates (Lu, 2012).

Conclusion

Recommendation
ACKNOWLEDGEMENT
 REFERENCES

Surname, F.I (year, nd). Title of the study or Article.

Link.

Ramirez, I (2000). Kailang pinanganak si Irish,

www.september92000
DOCUMENTATION 51
 THE PLAN ACTION

Objectives

The researchers intend to attain the following objectives in this conducted study are:

1. To determine the challenges faced by the teachers in participating in virtual

physical education.

2. To find out the possible solutions to overcome those challenges faced by the

teacher in virtual physical education.

Time frame
Table 1: The table below is the time frame on the date started and accomplished every
part of the action plan that the researchers conducted.

Part of the action

Date started Date accomplished
research

Situation January 3, 2022 January 10, 2022

Part 1 – INTRODUCTION
 Background of the
study January 11, 2022 January 19, 2022
 Significance of the
study
Part 2 – PROBLEM
IDENTIFICATION January 20, 2022 January 27, 2022
 Hypothesis
Part 3 – GENERATION OF
ALTERNATIVE January 28, 2022 February 05, 2022
SOLUTIONS
Part 4 – THE PLAN February 06, 2022 February 11, 2022
ACTION
 Objectives
 Time Frame
 Target Participants
FINAL OUTPUT FEBRUARY 12, 2022