Physical Education Teacher Educator’s Perceptions Toward and Understanding of K-12 Online Physical Education

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David N. Daum San Francisco State University

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Amelia M. Woods University of Illinois

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K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators’ perceptions toward and understanding of K-12 OLPE. Bandura’s Social Cognitive Theory (1986) served as the theoretical framework for this study. Data were collected utilizing semistructured open-ended interviews. Participants (N = 25) were current physical education teacher education (PETE) faculty members at universities granting bachelor’s degrees in physical education certification. Participants believed that NASPE (2004) National Physical Education Standards could be met online, except for Standard 1, which relates to motor skill competency. Participants were almost unanimous in their beliefs that OLPE should not be designed for elementary-aged children, but is viable at the high school level. This study provided initial insight into PETE faculty members’ knowledge about and perceptions of K-12 OLPE, however additional research is warranted.

Daum is with the Department of Kinesiology, San Francisco State University, San Francisco, CA. Woods is with the Department of Kinesiology, University of Illinois—Urbana, IL.

Address author correspondence to David Daum at ddaum@sfsu.edu.
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