student fitness levels will deteriorate when they have less structured days, which are caused by the cancellation of onsite school (and therefore remote learning) and lockdown restrictions introduced. Review of Literature Poitras et al. ( 2016 ) found that PA in adolescents is fundamental to their health
Ryan Nolan and Matthew D. Zbaracki
Paul Carpenter, Karen Stylianides, Rebecca Weiler-Timmins, Andrea Randolph-Krisova, Kelly Sprinkle, and Rosa Angulo-Barrosso
” times. We quickly learned that this network was invaluable as we pivoted to an online format when the pandemic hit. Virtual Gatherings The news regarding change to remote learning struck PSU during Spring Break 2020. With only a few days to convert courses, kinesiology faculty at several campuses met
Heidi J. Ferreira, Luiza Gonçalves, and Melissa Parker
The COVID-19 pandemic brought significant changes to education settings worldwide. Albeit accounting for local differences, a similar reality was faced by many countries (including Brazil) in terms of a rapid transition to remote learning with no or insufficient preparation for educators. The
Miriam E. Leary, Randy W. Bryner, and Oladipo O. Eddo
In response to the pandemic, colleges and universities across the globe were forced to rapidly transition to remote teaching. Remote learning predates the COVID-19 pandemic, but the immediate impact of the SARS-CoV-2 outbreak marked its exponential growth. The impact of COVID-19 on higher education
Eoin Murray, Kirsten Spencer, and Blake Bennett
development opportunities for remote education of practical handball coaching. This study examines the response of young handball coaches to three such interventions—a prerecorded Video On Demand (VOD), interactive video watching Interactive Video Learning (IVL), and Direct Remote Learning (DRL), in which the
Jody Langdon, Johanna Van Arkel, and Kevin Greene
In 2020, USA Lacrosse moved all coach training workshops to a virtual format in response to the COVID-19 pandemic. Knowing that in-person coach training has been heavily studied regarding the motivation of the coaches who participate, the shift to virtual delivery of coach education prompted the researchers to examine how the workshops themselves supported the basic needs, motivation, and engagement of coach learners. Aligned with self-determination theory’s conception of motivation and the three basic needs of autonomy, competence, and relatedness, the researchers drew upon observation and survey data that were collected to determine the success of the virtual training. Using this information, the researchers found that the coach trainers used a variety of need-supportive behaviors and very few need-thwarting behaviors. Surveys revealed that the coaches displayed high levels of autonomous motivation, low levels of controlled motivation, and favorable engagement. These results are discussed in conjunction with the literature that is focused on in-person training programs as well as best practices in technology-enhanced learning to provide input into how virtual programming may be of benefit to coach learners and how coach trainers can best support coaches’ needs in a virtual environment.
Amanda Young, Seán Healy, Lisa Silliman-French, and Ali Brian
To inform the development of scalable and sustainable fundamental motor skill interventions for children with Down syndrome, this study examined the feasibility and preliminary effectiveness of Project Skill Intervention Implemented by Parents (Project SKIP), a web-based, parent-mediated intervention intended to improve ball skills among children with Down syndrome. Twenty-four families enrolled in the study (including 13 boys and 11 girls; M age = 4.92). Fourteen children were assigned to an experimental group and participated in the 6-week intervention, and 10 children served as the inactive comparison group. The Test of Gross Motor Development-3 was administered preintervention and postintervention. In addition, parents of children in the experimental group completed a postintervention survey to assess their perceptions of Project SKIP. Following the intervention, there was a significant improvement in ball skills (p = .023, d = 0.86) for children in the experimental group, whereas the comparison group did not show significant improvement. Moreover, parents perceived Project SKIP to be feasible and effective; all parents reported being satisfied with their overall experience in the program, and 11 parents indicated that their child’s fundamental motor skills were positively influenced by the intervention. Engagement was high, with the majority of parents (n = 8, 57%) interacting with Project SKIP content three to four times a week.
Emeka Anaza, Paul Mabrey, Mikihiro Sato, Olivia Miller, and Julia Thompson
This research explored the usefulness of a mock-interview assignment through collaborative work between sport and recreation management faculty and communication center staff. The assignment paired entry-level undergraduate students working on mock-interviewing skills as job applicants with upper level undergraduate students acting as hiring managers for a series of mock interviews. Peer educators and faculty in the communication center conducted instructional workshops, provided direct student support and feedback, and facilitated the mock interviews. Data were collected on students’ insights of their job interview skills and career preparation during the 2019–20 academic year. The pivot to emergency remote learning during the spring 2020 semester led the assignment and research collection to happen virtually. The results and findings advocate the positive impact that role playing as hiring managers has on students, the effectiveness of students’ receiving multiple sources of feedback, and the value of virtual or online mock interviewing.
Duane Knudson and Melissa Bopp
academic integrity. Experience With Academic Integrity Violations During the Pandemic The Spring 2020 mid-semester pivot to remote learning for most universities across the United States meant that assessment strategies that were well defined in the syllabi needed to be adapted for remote delivery. Faculty
Alex M. Wolfe, Maria A. Pessman, Kelly R. Laurson, Dale D. Brown, and Ryan A. Brown
the 2020–2021 school year. School closures in March 2020 initiated the implementation of remote learning through May 2020. Hybrid learning resumed August 2020 through May 2021. During this time, families could choose to send their students to school 2 days per week or resume remote learning. In