Online and Blended Instruction in K–12 Physical Education: A Scoping Review

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Chad M. Killian
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Christopher J. Kinder
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Amelia Mays Woods
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DOI:
https://doi.org/10.1123/kr.2019-0003
Keywords:
flipped instruction; hybrid learning; online physical education
In Print:
Volume 8: Issue 2
Page Range:
110–129
Restricted access

Online and blended instruction have emerged as popular teaching methods in the K–12 environment. The asynchronous characteristics of these methods represent potential for improved learning opportunities in physical education. Therefore, the purpose of this scoping review was to provide a comprehensive overview of research, commentary, and practical articles related to the use of these methods in K–12 physical education. Method: PRISMA-ScR guidelines directed this review, and 5 databases were searched for English-language articles. Results: Twenty-four articles fulfilled the inclusion criteria. Of these, 14 were research-based and 10 were commentary or practical articles. Most related research has been conducted in secondary-school environments. Minimal learning-related outcomes were reported across studies. Evidence provided in commentary and practical articles is largely anecdotal and based on research from other subject areas. Conclusions: Systematic research related to the design, adoption, and implementation of online and blended instruction in physical education is warranted.

The authors are with the Dept. of Kinesiology and Community Health, University of Illinois at Urbana Champaign, Urbana, IL.

Killian (ckillia2@illinois.edu) is corresponding author.
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