Effective physical education distance learning models during the Covid-19 epidemic

Petrušič, Tanja (author), Štemberger Vučko, Vesna (author)

The Covid-19 epidemic has had a strong impact on the implementation of the entire educational process due to the closure of public life and schools. Physical education (PE) teachers were faced with the challenge of conveying at a distance the learning content that they would otherwise teach in the sports hall. Our research aimed to determine which PE distance learning models proved to be the most effective during the epidemic, resulting in a high level of pupils’ activity despite participation from home. In the process of data collection, we included 33 PE distance learning lessons at the lower secondary level, where six pupils (3 girls and 3 boys) wore accelerometers in each lesson (n = 198 pupils). The results showed that the most effective model was the flipped learning teaching model, where pupils were given an overview in advance of the different forms of teacher video recordings. Then they also actively participated with their ideas in the performance of the online lesson. A statistically significantly less efficient version of the flipped learning teaching model had prepared interactive assignments and games. This was followed by a combination of online frontal teaching with station work and frontal teaching. The least effective was independent work carried out by the pupils according to the instructions prepared by the teacher. Although the two flipped learning teaching models were the most effective in terms of exercise intensity, it is very difficult to implement them in practice because they require too much teacher time.

• Language: English
• Keywords: Covid-19, online teaching, physical education, teaching models, effectiveness
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2021
• Number of pages: Str. 291-308
• Numbering: Vol. 11, spec. iss.
• PID: 20.500.12556/RUL-132377
• UDC: 37.091.31:796
• ISSN on article: 2232-2647
• DOI: 10.26529/cepsj.1118
• COBISS.SI-ID: 81812739

Copyright

Podatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 15. 9. 2025)

• Publication date in RUL: 26.10.2021

Record is a part of a journal

• Title: CEPS journal : Center for Educational Policy Studies journal
• Publisher: Pedagoška fakulteta Univerze, Pedagoška fakulteta Univerze, Založba Univerze v Ljubljani, = University of Ljubljana Press
• ISSN: 2232-2647
• COBISS.SI-ID: 254029824

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Učinkoviti modeli poučevanja športa na daljavo med epidemijo covida-19

Abstract

Epidemija virusa covid-19 je zaradi zaustavljanja javnega življenja in zapiranja šol močno vplivala na izvedbo celotnega pedagoškega procesa. Učitelji športa so bili postavljeni pred izziv, kako učne vsebine, ki jih sicer izvajajo v telovadnici, poučevati na daljavo. Namen naše raziskave je bil ugotoviti, kateri modeli poučevanja športa na daljavo so se med epidemijo izkazali kot najučinkovitejši, tj. z rezultatom visoke aktivnosti učencev kljub sodelovanju od doma. V proces pridobivanja podatkov smo vključili 33 na daljavo izvedenih učnih ur športa na predmetni stopnji, znotraj katerih je vsako učno uro šest učencev (tri deklice in trije dečki) nosilo merilnike pospeška (n = 198 učencev). Rezultati so pokazali, da se je kot najučinkovitejši model pojavljal obrnjen model poučevanja, pri katerem so učenci vnaprej dobili v pregled različne oblike učiteljevih videoposnetkov, nato pa na učni uri, ki je bila izvedena na daljavo, aktivno sodelovali pri izvedbah tudi s svojimi idejami. Statistično značilno manj učinkovita različica obrnjenega modela poučevanja je bila z vnaprej pripravljenimi interaktivnimi nalogami in igrami. Sledila sta ji kombinacija na daljavo izvedenih učnih oblik frontalnega poučevanja z delom po postajah in frontalno poučevanje. Kot najmanj učinkovito je bilo samostojno delo učencev po učiteljevih pripravljenih navodilih. Čeprav sta se oba obrnjena modela poučevanja izkazala kot najučinkovitejša glede intenzivnosti aktivnosti učencev med učnimi urami, ju je težko vpeljevati v prakso, saj načrtovanje in izpeljava zahtevata precej učiteljevega časa.

• Keywords: poučevanje na daljavo, učinkovitost, covid-19