teaching blended and online physical education . In R.E. Ferdig & K. Kennedy (Eds.), Handbook of Research on K–12 Online and Blended Learning ( 1st ed. , pp. 201 – 222 ). Pittsburg, PA : ETC Press . Daum , D.N. , & Buschner , C. ( 2018 ). Research on teaching K–12 online physical education
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Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework
Collin A. Webster, Emily D’Agostino, Mark Urtel, Jaimie McMullen, Brian Culp, Cate A. Egan Loiacono, and Chad Killian
The Success and Struggles of Physical Education Teachers While Teaching Online During the COVID-19 Pandemic
Erin Centeio, Kevin Mercier, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley
for technology-specific PD. A few examples: “Online distance learning” (Teacher 1334), “learning how to use the tools for distance learning” (Teacher, 1447), and “teaching in an E-learning environment” (Teacher 1535). The need for understanding the role of technology in an online and blended learning
Educational Podcasts in Kinesiology: A Scoping Review
Scott W.T. McNamara, Matthew Shaw, Kylie Wilson, and Angela Cox
focused on online and blended learning within the field of PE ( Killian et al., 2019 ) was used to guide the development of the research questions and study selection process for the present scoping review. For this scoping review, podcasts were defined as a medium that delivers digital content through
Coaches’ Perspectives of the Continuing Coach Education Program in the Development of Quality Coach Education in Singapore
Li Quan Warrick Tan and Donna O’Connor
, A. ( 2016 ). Social research methods . Oxford University Press . Calderón , A. , Scanlon , D. , MacPhail , A. , & Moody , B. ( 2021 ). An integrated blended learning approach for physical education teacher education programmes: Teacher educators’ and pre-service teachers’ experiences
Assessing a Two-Pronged Approach to Active Learning in Sport Sociology Classrooms
Emily Dane-Staples
, 2018 ; Lumpkin & Achen, 2015 ), blended learning ( Bodary & Gross, 2018 ), and team-based learning ( Parr, 2013 ) are all pedagogical strategies that require students to be actively involved in the construction of their own knowledge both in and out of classrooms. Focusing within the classroom, active
International Council for Coaching Excellence (ICCE) 13th Global Coach Conference
digitalization applied to education (Crespo et al., 2021). It is an integral element of the “blended learning” methodology already implemented in all ITF certification courses. All the ITF education activities are done through this platform. The platform is directed towards coaches, players, parents, and all
North American Society for the Psychology of Sport and Physical Activity
toward the audience, and induction of helpful emotions. These low-cost strategies to improve the online educational experience was central to the success of the intervention at scale, especially given the blended learning design of iPLAY. Those strategies may be useful for other researchers and