The rapid growth of technology allows tertiary-level education to develop alternative ways of instruction to effectively support student learning. Although a face-to-face class is still powerful, online learning has been advocated as an innovative instructional way to confront constraints such as distance, time, space, and diverse student characteristics. This article introduces a brief overview of online threaded discussion (OTD) in a blended course in physical education teacher education (PETE), and provides insights into how to effectively design, manage, and teach online courses. In particular, contextual information that relates to a specific university, PETE program, course, and students are discussed in this article. Second, the blended model and OTD implemented by the authors are introduced. Finally, the article discusses the blended model's contributions, issues, and strategies, and provides implications for physical educators to improve their online courses in higher education settings.
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Online Threaded Discussion: Benefits, Issues, and Strategies
Jinhong Jung and Todd A. Gilson
International Council for Coaching Excellence Position Statement “Professionalisation of Sport Coaching as a Global Process of Continuous Improvement”
Sergio Lara-Bercial, John Bales, Julian North, Ladislav Petrovic, and Guillermo Calvo
identity within a blended model” (p. 113). This identity, the statement noted, could manifest in different ways across sports and countries. Against this backdrop, the statement defined a series of indicative actions to guide the process of professionalization going forward. These actions included clear
Physical Education Curricular Elements in Blended Learning During the COVID-19 Pandemic
Francisco Javier Gil-Espinosa, Iván López-Fernández, Rubén Espejo, and Rafael Burgueño
determine the extent to which students are achieving learning outcomes. To achieve quality PE learning in a blended model, the learning process should be adapted to include student–teacher contact, cooperation between students, learning scenarios, feedback, time on task, expectations, and attention to
Sports Coaching in an Online Space: What Can We Learn From Endurance Sport Coaches?
Jamie Blanchfield, Jean McArdle, and Tandy Haughey
( 1998 ), MacLean and Chelladurai ( 1995 ), d’Arripe-Longueville et al. ( 1998 ), and Côté and Gilbert ( 2009 ). The context in which ES coaches base their coaching process lends itself to a hybrid/blended model of learning whereby the coach may operate both in person and via online, remote, or distanced
International Council for Coaching Excellence (ICCE) 13th Global Coach Conference
Nonlinear Pedagogy were the theoretical bases for the application of our last two values. Secondly, the course was designed to be delivered in a blended model including 36-h of in-person, 12-h of online courses, and 30-h of coaching practice associated with formative assessment. Finally, our future
