Addressing Literature Gaps in Online Learning and Adapted Physical Education: A Scoping Review

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  • 1 Department of Kinesiology, University of New Hampshire, Durham, NH, USA
  • | 2 California State University, Long Beach, CA, USA
  • | 3 University of Wisconsin–Madison, Madison, WI, USA
  • | 4 University of Iowa, Iowa City, IA, USA
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The coronavirus pandemic required teachers to abruptly turn to online settings to deliver instruction. Unfortunately, evidence-based guidance for online instruction in the field of physical education is lacking, specifically for students with disabilities. Therefore, this scoping review sought to identify peer-reviewed literature addressing online learning in K–12 adapted physical education settings. The Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist was used to guide this scoping review. A database search was conducted for relevant articles, and a data charting process was completed to identify articles meeting inclusion criteria. Five articles were determined to be within the scope of this review (one research article and four commentary articles). This scoping review highlighted a lack of literature pertaining to online learning in K–12 adapted physical education. Considering the likelihood of online learning becoming increasingly relevant, more concerted efforts are needed to investigate trends in these settings to determine best practices and how students with disabilities experience adapted physical education within an online setting.

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