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

Scott W.T. McNamara, Melissa Bittner, Heather Katz, and Kelly Hangauer

In the early months of 2020, K–12 schools began to move to online settings across the globe due to the Coronavirus-19 (COVID-19) pandemic ( Black et al., 2021 ; Ng et al., 2021 ; Varea & González-Calvo, 2021 ). Although there are several benefits associated with online learning (e

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Online Learning in a High-Performance Sport Environment—A Mixed-Method Study

Glenn Fyall, Blake Bennett, and Jackie Cowan

learner, in addition to negative impacts on overall well-being ( Varea & Gonzalez-Calvo, 2020 ). Learners who found themselves in emergency online learning reportedly expressed feelings of uncertainty, sadness, anger, and a loss of their identity. According to Varea and Gonzalez-Calvo ( 2020 ), learners

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Understanding the Challenges and Opportunities Associated With Online Learning: A Scaffolding Theory Approach

Jillian McNiff and Thomas J. Aicher

In 2013, approximately 5.3 million students took an online course in the United States—a 3.7% increase, when compared with 2012. This growth in e-learning may impact sport participation and the educational experience of student-athletes. This change creates various challenges and opportunities for those who support student-athletes’ educational development. Therefore, using the zone for proximal development and scaffolding theory, the purpose of this investigation was to determine the role student-athlete support services staff play in ensuring the effectiveness and quality of e-learning, and to identify strategies and best practices associated with e-learning. Qualitative interviews were conducted with directors of student-athlete support service organizations within Division I athletics. Results of the analysis engendered three central themes: (a) faculty relations, (b) lack of formal assessment, and (c) educational opportunities. The results aligned with the tenets of the zone of proximal development and scaffolding theory. In addition, a framework to assist student-athletes’ development is presented.

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Using Movband Technology to Support Online Learning: An Effective Approach to Maximizing Resources in Kinesiology

Sheri J. Brock, Danielle Wadsworth, Nikki Hollett, and Mary E. Rudisill

The School of Kinesiology at Auburn University is using Movband Technology to support online learning in their physical activity program. Active Auburn is a 2-hr credit course that encourages students (n = 2,000/year) to become physically active through online instruction and tracking physical activity using Movband technology. Movband technology allows for uploading and monitoring group physical activity data. The implementation of this technology has allowed the School of Kinesiology to: (a) promote physical activity on our campus, (b) serve a large number of students, (c) reduce demand on classroom/physical activity space, and (d) promote our research and outreach scholarship as well, by collecting physical activity profiles for students enrolled in the course. Students report they enjoy the course and that they appreciate the “freedom to exercise” when it best fits into their schedule. This course generates considerable revenue to support course instruction and much more for the School of Kinesiology.

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Online Personal Fitness Course Alignment With National Guidelines for Online Physical Education

Margaret T. Harris and Mike Metzler

Evergreen Education Group provides the most up-to-date national perspective of K-12 online and blended learning; according to their most recent report, all 50 states have some sort of online learning option for students, ranging from single course offerings through brick-and-mortar schools to those offered

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Global Sport Management Learning From Home: Expanding the International Sport Management Experience Through a Collaborative Class Project

Melissa Davies and Tim Ströbel

interested in pursuing a class partnership. This course came at a time when students were familiar with online learning and communication tools given that the semester had been entirely online; however, it was clear that not all students knew how to best coordinate technologies for communication happening

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Coach Like a Woman: Learnings From a Pilot Coach Education Program

Fraser Carson, Clara McCormack, Paula McGovern, Samara Ralston, and Julia Walsh

, 2012 ). Durand-Bush et al. ( 2012 ) also identified social support to be a key factor in developing self-regulation. Use of Synchronous Online Learning for Coach Education The use of an online learning platform was considered as a real benefit to the program, as it allowed for a more time

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Online Learning in Sport Management Education: Guest Editors’ Introduction

John Miller and David Pierce

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Lessons Learned During the Pandemic: Recommendations for Kinesiology Programs’ Emerging Future

Miriam E. Leary, Randy W. Bryner, and Oladipo O. Eddo

://www.aetnainternational.com/content/dam/aetna/pdfs/aetna-international/Explorer/Global-Employee-Health-Study-Data.pdf Banna , J. , Lin , M.-F.G. , Stewart , M. , & Fialkowski , M.K. ( 2015 ). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course . Journal of Online Learning and Teaching/MERLOT, 11 ( 2 ), 249 . Bean , J.P. ( 1983 ). The application of a

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Kinesiology Faculty Reflections on COVID-19 and Future Directions in Online Education

Kayla Baker, Melissa Bopp, Sean M. Bulger, YuChun Chen, Michele L. Duffey, Brian Myers, Dana K. Voelker, and Kaylee F. Woodard

with assessment. As such, faculty need to work to adapt their long-held learning objectives to be flexible and creative for the online learning environment as noted in Case Study 2. Establishing clear goals, focusing on desired outcomes, and emphasizing values for the course and the use of material