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

in Kinesiology Review

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Scott W.T. McNamara Department of Kinesiology, University of New Hampshire, Durham, NH, USA

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Melissa Bittner California State University, Long Beach, CA, USA

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Heather Katz University of Wisconsin–Madison, Madison, WI, USA

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Kelly Hangauer University of Iowa, Iowa City, IA, USA

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DOI:
https://doi.org/10.1123/kr.2021-0030
Keywords:
research; best practices; disability; online instruction; elearning
First Published Online:
08 Feb 2022
In Print:
Volume 11: Issue 2
Page Range:
191–196
Restricted access

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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