Physical Education Curricular Elements in Blended Learning During the COVID-19 Pandemic

in Journal of Teaching in Physical Education

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Francisco Javier Gil-Espinosa Department of Body Expression, Faculty of Science Education, University of Malaga, Malaga, Spain
Comprehensive and Lifelong Physical Education (CALPE) Research Project

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https://orcid.org/0000-0002-8845-4060 *
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Iván López-Fernández Department of Body Expression, Faculty of Science Education, University of Malaga, Malaga, Spain
Comprehensive and Lifelong Physical Education (CALPE) Research Project

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https://orcid.org/0000-0003-0632-3532
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Rubén Espejo Comprehensive and Lifelong Physical Education (CALPE) Research Project
Department of Physical Education, Junta of Andalusia, Sevilla, Spain

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https://orcid.org/0000-0001-6605-5918
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Rafael Burgueño Comprehensive and Lifelong Physical Education (CALPE) Research Project
Department of Education, University of Almería, Almería, Spain
Faculty of Education, University of Zaragoza, Zaragoza, Spain

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https://orcid.org/0000-0003-2354-0037
DOI:
https://doi.org/10.1123/jtpe.2021-0265
Keywords:
secondary education; curriculum; assessment; instruction; educational technology
First Published Online:
28 Oct 2022
In Print:
Volume 42: Issue 3
Page Range:
525–534
Restricted access

Purpose: To describe the curricular elements in blended physical education (PE) during the COVID-19 pandemic. Method: A survey of PE teachers was conducted regarding curricular elements related to content blocks, instruction, and assessment. A total of 174 Spanish secondary PE teachers (120 men and 54 women) participated in the survey. Results: For the nonface-to-face part, instruction relied mainly on challenge-based learning as an instructional strategy, the learning of the designed individual program as a teaching–learning style, health-based PE as a pedagogical model, and self-assessment as the most used assessment form. Discussion/Conclusion: The study describes an overview of the characteristics of the curricular elements used in the blended learning PE model in secondary education. Both the age of PE teachers and the socioeconomic level of the families are variables to consider.

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