With the master's thesis we want to present distance learning in physical education (PE) at the primary school of dr. Alojzija Šuštarja Ljubljana during the second wave of the COVID-19 epidemic, which lasted from 19.10.2020 to 12.02.2021. The aims were to find out how PE teachers (N=3) conducted distance learning, what software tools they used to support it, and how they taught, monitored, and assessed students' knowledge. We investigated how the head teacher organised the functioning of the entire school and how she evaluated the work of the PE teachers. For the 6th-9th grade students (N=197), we wanted to find out how they experienced distance learning in PE, and check whether they were getting enough physical activity and where they were active.
We conducted interviews with the PE teachers and the head master, and live surveys with the students. The data obtained from the interviews were analysed using the qualitative research technique. Statistical processing of the survey data was analysed using the quantitative research technique in the programme IBM SPSS 25. We used the one-sample t-test and the one-way 2-test. The comparison was performed with a risk level of 5 %.
The head master claims that it was more difficult to organise distance learning because she invested more time. Due to her good organisational skills, she successfully managed the professionals at the school. She evaluated the work of the PE teachers positively, praising their efforts and many innovative teaching approaches.
The PE teachers mostly practised hybrid teaching (sending written instructions on how to conduct the lesson and conducting the lesson live via videoconference) and used various software tools to assist them (computer, camera, telephone). They focused mainly on objectives related to understanding the importance of exercise and an enjoyable and positive experience of sport. They offered tailored sports practical and theoretical content. They were delivered differently and not in closed thematic groups. Teachers checked completed tasks against submitted assignments and verified knowledge through class participation and quizzing. Knowledge was also checked through inspection of the students' sports portfolio and live practise management. Less than 10 % of students did not respond to the tasks. The teachers tried to motivate the students by encouraging them to participate in sports, texting them, or contacting their parents.
Statistically significant differences were found between the daily physical activity (i.e., 60 minutes per day) by recommendations of the World Health Organisation and the actual physical activity reported by the students. On average, they were physically active for 102 minutes per day, of which 43 minutes were very intense. The students were most physically active there in nature during PE classes. The classes where the training took place live via video call, were rated as the most interesting, but the differences between the different classes were not statistically significant. The most interesting sports for male students were ball games, general conditioning, and cycling, for female students they were walking, cycling and dancing.
At the end of the study, we created best practice guidelines for PE at a distance, which will help teachers if the schools are closed again.
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