Unibersidad De Manila

659-A, Cecilia Munoz Street, Ermita, City of Manila 1000 Metro Manila

College of Education

Title of Project:

How transitioning from Online Learning to Face-Face to Classes affects Physical Education Students.

Submitted to: Dr. Rizaldy Noelle Hofileña

Submitted by: Caroselle Anne A. Santiago

Introduction

Pandemic changed our life, especially when it comes to studying. Students in Physical Education

encountered a lot of challenges on how they can cope up with their lesson when the transition happened,

while others was able to adjust easily. We all know the number one struggle of online class is mainly our

Internet connection especially in provincial areas. Another thing is the distractions inside their home while

having their online classes like they have siblings who are crying, their neighbor is singing in karaoke and

distractions in of having some technical issues like the headphones they are using is making a very loud

noise whenever they unmute their mic. P.E. majors had an experience on how to learn to swim in an online

class. There are lots of viral videos that they are showing their swimming skills using a chair in their house

just to make sure that their professors and classmates can see what kind of swimming skill are they doing.

Before the Pandemic hits, online learning was implemented already in some other countries. Countries that

have enough funds, tools and supplies to apply this kind of learning. However, in our country only families

living in the middle class can afford this, that is why majority of them are not skilled nor ready when the

pandemic hits. Although they are already practicing it, they are not yet able to apply it so when the crisis
happened, that is the only time they used online learning. On the other hand, when hybrid learning was

implemented last 2022, some students struggled because they felt that they have more workloads during

hybrid classes compare to what they have done during online classes only or even before the pandemic

happened. When face-to-face classes got back last year many of the students, the struggles they

encountered is about their allowances. Students are not yet able buy their unform yet because of their

financial issues. They are also saving money for their internet because after their face-to-face classes they

need to attend to an online class. Transportation has been an issue for students even before the crisis

happened but apparently, they still need to adjust their time of waking up early because the loads of traffic

after pandemic has been really heavy. The exhaustion of the students attending their face-to-face class

risen up because of the traffic and usually the lack of transportation.

As stated by Rohmad Apriyanto et al (2021) one-third of students who have a moderately high

level of physical activity in college become inactive when transitioning to university life. Due to long hours of

using screen time that includes cellphones, television, computers and some other video games that leads

them to have a very low physical activity. Other students really gain weight, like for example this student

was an active dancer before pandemic. After pandemic he/she can no longer do the moves that he/she can

do before because of the weight they gain. That also leads having their low self-esteem, as we noticed right

now, some people are now body shamers. And most of the students are really sensitive about what others

would say about their appearance. That is why before transitioning to face to face classes especially to P.E.

majors, we have to help them be ready not just physically but emotionally and mentally ready. So that they

will be more confident on their self.

On the contrary, online learning under Jieun Yu 2020, Online learning is reported to be a popular

alternative teaching method in many institutional organizations all over the world. Specifically, the

enrolment in online classes was reported to increase from 2 million in 2003 to 6.7 million in 2014. However,
online practical classes (OPC) in physical education (PE) are not easy to teach or learn for educators and

students, respectively. Many studies have reported that the interaction between the students and the

educator in online courses is inferior to that in the traditional classroom setting, making student

engagement difficult. Especially, practical exercises in PE comprise subjects that move the body, improve

the individual health and/or physical skills, reduce stress, and overcome mental limitations. In fact, PE

classes help individuals to learn motor skills, promote collaboration among students, or encourage social

interactions through group events or competitive events. However, online PE classes may not provide

these educational benefits to the students because the educator and the students are physically and

spatially separated. Nevertheless, during the COVID-19 pandemic situation, it is imperative to move online

in undergraduate PE.

The present study aims to find out how crucial the transition period for students after utilizing online

classes only to hybrid. We now have a subject that called Technology in teaching where you need to learn

how to utilize the technology so that you will be able to teach online in the future. Part of the students do

not own a laptop nor having a good working condition of cellular phones to use in this subject. We also

have to find out how the students should be mentally, physically and financially prepared for the transition.

Lastly, the majority of research nowadays is how the unforgettable event of transition from face-to-face

class to online learning. So, we have to add more studies like this.

This study aims to determine how the transition from online to face-to-face classes affects physical

education students in Universidad de Manila. This information will be beneficial to students, teachers, the

academy and the government on how to prepare and what to consider when transitioning from online to

face-to-face classes.
Reference:

https://www.researchgate.net/publication/

350535033_Effectiveness_Of_Online_Learning_and_Physical_Activities_Study_In_Physical_Education_D

uring_Pandemic_Covid_19

https://files.eric.ed.gov/fulltext/EJ1282900.pdf