Educational podcasts are developed specifically for learning purposes. Preliminary research suggests that many college courses and practitioners regularly use educational podcasts and that this medium is a beneficial tool to use to supplement the learning process. However, there is limited scholarly work examining the use of educational podcasts within kinesiology fields. Thus, the purpose of this study was to conduct a scoping review of the literature on the use of educational podcasts in the field of kinesiology. The Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Six databases were searched. Fourteen articles met the full inclusion criteria. Of these, 11 were data-driven research articles, and three were practitioner articles. Much of the research identified lacked critical information related to research design, instrument development, and findings. Thus, the authors recommend that more rigorous research in this area be conducted to discern the impact of educational podcasts within the field of kinesiology.
Scott W.T. McNamara, Matthew Shaw, Kylie Wilson, and Angela Cox
Scott W.T. McNamara, Melissa Bittner, Heather Katz, and Kelly Hangauer
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.