Chapter 1: Introduction

I. Background and Context In recent years, the field of education has been transforming
with the rapid development of technology. One of the emerging trends is the
implementation of hybrid learning, which combines traditional face-to-face instruction
with online learning. Hybrid learning has gained popularity in various educational
settings, including physical education (PE), due to its flexibility and potential to enhance
student learning outcomes. However, implementing hybrid learning in PE poses unique
challenges, such as how to maintain student engagement and ensure the safety and
effectiveness of physical activity instruction.

II. Research Problem and Questions Despite the growing interest in hybrid learning in
PE, there is a lack of research on the experiences of physical educators in this context.
Therefore, the problem addressed in this study is to explore the teaching pedagogy
experiences of physical educators in hybrid learning. Specifically, the study seeks to
answer the following research questions:

1. How do physical educators perceive hybrid learning in PE?

2. What teaching pedagogies are employed by physical educators in hybrid learning?
3. What challenges do physical educators face in implementing hybrid learning in PE?
4. What are the potential benefits of hybrid learning for physical education instruction?

III. Purpose and Significance of the Study The purpose of this study is to investigate the
teaching pedagogy experiences of physical educators in hybrid learning. The study aims
to contribute to the understanding of how physical educators navigate the challenges
and opportunities of hybrid learning to enhance student learning outcomes.
Additionally, the study intends to provide insights into the best practices and strategies
for implementing hybrid learning in PE.

The significance of the study lies in its potential to inform the development of effective
hybrid learning models in PE. As hybrid learning continues to be integrated into various
educational settings, it is crucial to understand how it can be tailored to meet the
unique needs and requirements of PE instruction. This study will also contribute to the
broader literature on teaching pedagogy in PE and educational technology.

IV. Scope and Limitations of the Study This study focuses on the teaching pedagogy
experiences of physical educators in hybrid learning. The study is limited to physical
educators who have implemented hybrid learning in their teaching practice. The study
will be conducted in a specific geographic location and may not be generalizable to
other settings. Additionally, the study is limited to the perspectives of physical educators
and does not include student perspectives.

V. Organization of the Study This study is organized into five chapters. Chapter 1
provides an introduction to the research problem, questions, purpose, significance,
scope, and limitations of the study. Chapter 2 reviews the relevant literature on hybrid
learning, teaching pedagogy in PE, and the theoretical frameworks informing the study.
Chapter 3 describes the research methodology, including the research design,
participants and sampling, data collection, and data analysis. Chapter 4 presents the
findings of the study, organized according to the research questions. Chapter 5 provides
a summary of the study's main findings, implications for practice, and directions for
future research.