Impact of the COVID-19 Pandemic on the Physical Education Subject: Perceived Limitations and Improvement Proposals

Authors

https://doi.org/10.17583/qre.8376

Keywords:


Physical Education

pandemics

primary school

secondary school

teaching-learning

Abstract

The pandemic caused by COVID-19 has generated a series of variations on the Physical Education subject, in the form of health measures and social distancing, which could be jeopardising the educational quality of the subject. This study aims to know and understand which are the main limitations perceived by Physical Education Spanish teachers at the levels of Primary and Secondary Education. A qualitative ethnographic-interpretive design has been used, in which thirteen teachers from different Spanish Regions and educational levels participated. The information was gathered through semi-structured interviews and the content analysis followed a cyclical and circular process. The results are specified in three thematic areas: (1) The adaptation of Physical Education to the health-educational measures of COVID-19; (2) The Physical Education teaching-learning process in the new setting; and (3) The role of Physical Education teacher in the situation of the pandemic. Finally, based on the main limitations and difficulties noticed, the article offers a series of recommendations with which some of the problems could be lessened.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Nuria Cuenca-Soto, Universidad Autónoma de Madrid

Nuria Cuenca-Soto is PhD Student of the Department of Physical Education, Sports and Human Motricity at Faculty of Teacher Training and Education at Universidad Autónoma de Madrid, Spain

María Luisa Santos-Pastor, Universidad Autónoma de Madrid

María Luisa Santos-Pastor is Senior Lecturer of the Department of Physical Education, Sports and Human Motricity at Faculty of Teacher Training and Education at Universidad Autónoma de Madrid, Spain

Oscar Chiva-Bartoll, Universidad Jaume I

Oscar Chiva-Bartoll is Senior Lecturer of the Department of Physical Education, Sports and Human Motricity at Faculty of Teacher Training and Education at Universitat Jaume I, Spain

Luis Fernando Martínez-Muñoz, Universidad Autónoma de Madrid

Luis Fernando Martinez-Muñoz is Senior Lecturer of the Department of Physical Education, Sports and Human Motricity at Faculty of Teacher Training and Education at Universidad Autónoma de Madrid, Spain

References

Acha, A., Velázquez, R., & Moya, J. (2007). El estatus de la educación física en el Curriculum de Educación Secundaria Obligatoria. Algunas propuestas de solución. En II Congreso Internacional y XXIV Nacional de Educación Física. Palma de Mallorca, España: Universidad de Islas Baleares. https://n9.cl/fezz4.

Google Scholar

Adedoyin O.B., & Soykan E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13. https://doi.org/10.1080/10494820.2020.1813180

Google Scholar

Albarracín, A. P., & Moreno-Murcia, J.A., & Beltrán-Carrillo, V.J. (2014). La Situación Actual de la Educación Física según su Profesorado: Un Estudio Cualitativo con Profesores de la Región de Murcia. Cultura, Ciencia y Deporte, 9(27), 225-234 https://bit.ly/3jFW5bd

Google Scholar

Altun, E.M. (2020). Views of the School of Physical Education and Sports Students on Distance Education During the Quarantine Period (a qualitative research). Journal of Sport and Recreation Researches, 2(SI1), 1−13. https://cutt.ly/jvAZfMO.

Google Scholar

Andrey-Bernate, J., Fonseca-Franco, I. P., Gaviria-Ramíreza, K., Pulido-Cabrera, W. D., Sánchez-Alvis, I. C., & Guataquira-Romero, A. (2020). Psychological well-being in the physical education class in schoolchildren. Ciencia y Deporte, 5(2), 12-31. https://n9.cl/fezz4.

Google Scholar

APE. (2020). COVID-19: Interpreting the Government Guidance in a PESSPA Context. Reino Unido. https://cutt.ly/jurMYzS.

Google Scholar

Aznar-Sala, F.J. (2020). La Educación Secundaria en España en Medio de la Crisis del COVID-19, International Journal of Sociology of Education, Special Issue: COVID-19 Crisis and Socioeducative Inequalities and Strategies to Overcome them, 53-78. http://doi.org/10.17583/rise.2020.5749

Google Scholar

Baena-Extremera, A., Granero-Gallegos, A., Sánchez-Fuentes, J.A., & Martínez-Molina, M. (2013). Apoyo a la autonomía en Educación Física: antecedentes, diseño, metodología y análisis de la relación con la motivación en estudiantes adolescentes. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, (24), 46-49. https://doi.org/10.47197/retos.v0i24.34523

Google Scholar

Baena-Morales, S., López-Morales, J., & García-Taibo, O. (2021). Teaching intervention in physical education during quarantine for COVID-19. Retos, (39), 388-395. https://doi.org/10.47197/retos.v0i39.80089

Google Scholar

Benito, Karina (2007). La metáfora en el campo de la investigación científica; su pertinencia y aporte en tanto unidad de analisis. En XIV Jornadas de Investigación y Tercer Encuentro de Investigadores en Psicología del Mercosur. Facultad de Psicología - Universidad de Buenos Aires. https://bit.ly/2XfZpBS.

Google Scholar

Bozkurt, A., & Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. 10.5281/zenodo.3778083

Google Scholar

Burgess, S., & Sievertsen, H.H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. (https://cutt.ly/OvAXIRm).

Google Scholar

Cahapay, M.B. (2020). Rethinking Education in the New Normal Post-COVID-19 Era: A Curriculum Studies Perspective. Aquademia, 4(2), ep20018. https://doi.org/10.29333/aquademia/8315

Google Scholar

Cañadas, L. C., Santos-Pastor, M.L., & Castejón-Oliva, F.J. (2019). Competencias docentes en la formación inicial del profesorado de educación física. Retos: nuevas tendencias en educación física, deporte y recreación, (35), 284-288. https://bit.ly/3beOBri

Google Scholar

Carrillo, C., & Assunção-Flores, M.A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. https://doi.org/10.1080/02619768.2020.1821184

Google Scholar

Casado, O. (2018). La autorregulación en el aula de Educación Primaria. Estudio y aplicación de un modelo integral de transición activa hacia la autonomía. (Tesis Doctoral). Universidad de Valladolid. https://cutt.ly/ZvACWoa.

Google Scholar

Chiva-Bartoll, O., Moliner, M. L., & Salvador-García, C. (2020). Can service-learning promote social well-being in primary education students? A mixed method approach. Children and Youth Services Review, 111, 104841. http://doi.org/10.1016/j.childyouth.2020.104841

Google Scholar

Chiva-Bartoll, O., Santos-Pastor, M. L., Martínez-Muñoz, F., & Ruiz-Montero, P. J. (2021). Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish Physical Education Teacher Education students, Journal of Gender Studies. Epub. https://doi.org/10.1080/09589236.2021.1937079

Google Scholar

Chiva-Bartoll, O., & Fernández-Rio, F. J. (2021). Advocating for Service-Learning as a Pedagogical Model in Physical Education: Towards an Activist and Transformative Approach, Physical Education and Sport Pedagogy, E-pub. http://doi.org/10.1080/17408989.2021.1911981

Google Scholar

COLEF (2020). Recomendaciones docentes para una Educación Física escolar segura y responsable ante la nueva normalidad. Consejo COLEF. https://n9.cl/8r0y.

Google Scholar

Cooper, S. L. (2020). Promoting physical activity for mental well-being. ACSMʼs Health & Fitness Journal, 24(3), 12–16. http://doi.org/10.1249/fit.0000000000000569

Google Scholar

COTEC. (2020). Covid-19 y educación III: La respuesta de las Administraciones. Fundación COTEC para la Innovación. https://n9.cl/eout.

Google Scholar

Delgado-Noguera, M.A. (1991). Los estilos de enseñanza en la Educación Física: propuesta para una reforma de la enseñanza. Instituto de Ciencias de la Educación.

Google Scholar

Fernández, A. (2006). Metodologías activas para la formación de competencias. Educación siglo XXI, 24, 35-56. https://cutt.ly/evAVfQ0

Google Scholar

Fernández-Río, J. (2020). Apuntes metodológicos para una educación física post-covid-19. EmásF: revista digital de educación física, (66), 67-75. https://cutt.ly/gvAVDd5

Google Scholar

Fuentes, T., Herranz, B.J., López-Pastor, V.M., Sanz, S. R., Gómez, Á.H., Herranz, C.R., ... & Ros, J.G. (2020). Educación física en tiempos de coronavirus y confinamiento: análisis desde la experiencia. EmásF: revista digital de educación física, (65), 151-181. (https://cutt.ly/VvAB1gd).

Google Scholar

Fuentes, T., Jiménez, B., López-Pastor, V. M., & Fernández-Garcimartín, C. (2021). El profesorado de Educación Física ante la situación de educación a distancia por Covid-19. Cultura, Ciencia y Deporte, 16(49), 505-517. http://dx.doi.org/10.12800/ccd.v16i49.1589

Google Scholar

García, M., & Baena-Extremera, A. (2017). Motivación en Educación Física a través de diferentes metodologías didácticas. Revista de Currículum y Formación Del Profesorado, 21(1), 387–402. https://cutt.ly/TvANB5B.

Google Scholar

García-Peñalvo, F.J., & Corell, A. (2020). La COVID-19: ¿Enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? Campus Virtuales, 9(2), 83-98. https://cutt.ly/tvAN4G9.

Google Scholar

García-Rico, L, Martínez-Muñoz, L., Santos-Pastor, M. L., & Chiva- Bartoll, O. (2021). Service-Learning in Physical Education Teacher Education: a pedagogical model towards Sustainable Development Goals, International Journal of Sustainability in Higher Education, E-pub ahead of print. https://doi.org/10.1108/IJSHE-09-2020-0325

Google Scholar

Giannini, S. (2020). Covid-19 y educación superior: De los efectos inmediatos al día después. Revista Latinoamericana de Educación Comparada, 11(17), 1-57. (https://cutt.ly/LvAMsLr).

Google Scholar

Gil-Espinosa, F.J., & Aznar-Cebamanos, M. (2016). Educación física de calidad en el sistema educativo español. Revista Española de Educación Física y Deportes, 414, 69-82. (https://cutt.ly/7vA0yyP).

Google Scholar

Gómez-Jiménez, Ó., Rodríguez-Torres, J., & Cruz, P. (2020). La competencia digital del profesorado y la atención a la diversidad durante la COVID-19. Estudio de caso. Revista De Comunicación Y Salud, 10(2), 483-502. https://doi.org/10.35669/rcys.2020.10(2).483-502

Google Scholar

González-Calvo, G., Barba-Martín, R.A., Bores-García, D., & Gallego-Lema, V. (2020). Aprendiendo a Ser Docente Sin Estar en las Aulas. La COVID-19 Como Amenaza al Desarrollo Profesional del Futuro Profesorado. International and Multidisciplinary Journal of Social Sciences, 2(9), 152-177. https://doi.org/10.17583/rimcis.2020.5783

Google Scholar

Hortigüela-Alcalá, D., Garijo, A., & Pérez-Pueyo, Á. (2021). La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas (Physical Education in the COVID-19 context. A tale from teachers of different educational stages). Retos, 41, 764-774. https://doi.org/10.47197/retos.v41i0.86368

Google Scholar

Hortigüela-Alcalá, D., Palacios, A., & López-Pastor, V.M. (2018). The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education. Assessment & Evaluation in Higher Education, 44(6), 933-945. https://doi.org/10.1080/02602938.2018.1530341

Google Scholar

Ibáñez Bernal, Carlos (2007). Un análisis crítico del modelo del triángulo pedagógico. Una propuesta alternativa. Revista Mexicana de Investigación Educativa, 12(32),435-456. (https://bit.ly/3A4ZhDG).

Google Scholar

Jordan, K., David, R., Phillips, T., & Pellini, A. (2021). Education during the COVID-19 crisis Opportunities and constraints of using EdTech in low-income countries. Revista de Educación a Distancia (RED), 21(65). http://dx.doi.org/10.6018/red.453621

Google Scholar

Kirbas, S. (2020). The Views of Physical Education and Sports Teaching Instructors on Education in the COVID-19 Period. Journal of Education and Learning, 9(6), 196-205. https://doi.org/10.5539/jel.v9n6p196

Google Scholar

León-Díaz, Ó., Arija-Mediavilla, A., Martínez-Muñoz, L.F., & Santos-Pastor, M.L. (2020). Las metodologías activas en Educación Física: Una aproximación al estado actual desde la percepción de los docentes en la Comunidad de Madrid. Retos: nuevas tendencias en educación física, deporte y recreación, (38), 587-594. https://doi.org/10.47197/retos.v38i38.77671

Google Scholar

León-Díaz, O., Martínez-Muñoz, L.F., & Santos-Pastor, M. L. (2018). Gamificación en Educación Física: un análisis sistemático de fuentes documentales. Revista Iberoamericana de Evaluación Educativa, 8(1), 110 -124. http://dx.doi.org/10.24310/riccafd.2019.v8i1.5791

Google Scholar

López-Pastor, V.M., Pérez, D., Manrique, J.C. & Monjas, R. (2016). Los retos de la Educación Física en el Siglo XXI. Retos, 29, 182-187. https://bit.ly/3C5Hhtj.

Google Scholar

Lu, C., Barrett, J., & Lu, O. (2020). Teaching Physical Education Teacher Education (PETE) Online: Challenges and Solutions. Brock Education: A Journal of Educational Research and Practice, 29(2), 13-17. https://eric.ed.gov/?id=EJ1267187.

Google Scholar

Manzano-Sánchez, D., Valenzuela, A.V., & Hortigüela-Alcalá, D. (2021) Sistema Educativo y actuación ante la pandemia de la COVID-19: opinión y perspectivas de mejora según los docentes. Revista Española de Educación Comparada, (38), 112-128. 10.5944/reec.38.2021.28771

Google Scholar

Medina Rivillla, A., & Domínguez Garrido, M.C. (ed.) (2009). Didáctica. Formación básica para profesionales de la educación. Editorial Universitas.

Google Scholar

Méndez-Giménez, A., Cecchini, J.A., & García-Romero, C. (2020). Profiles of emotional intelligence and their relationship with motivational and well-being factors in physical education. Psicología Educativa, 26, 27-36. https://doi.org/10.5093/psed2019a19

Google Scholar

Miles, M.B., & Huberman, A. (1994). Qualitative date analysis: an expanded sourcebook. Sage.

Google Scholar

Ministerio de Sanidad, Consumo y Bienestar social (2020). Enfermedad por nuevo coronavirus, COVID-19. https://cutt.ly/kj0MdIe.

Google Scholar

Murphy, M.P.A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505. https://doi.org/10.1080/13523260.2020.1761749

Google Scholar

OMS (2020). Coronavirus disease (COVID-19) Pandemic. World health Organization. https://cutt.ly/rvA3lD9.

Google Scholar

Peñarrubia, C., Guillén, R., & Lapetra, S. (2016). Las Actividades en el medio natural en Educación Física, ¿teoría o práctica? Cultura, Ciencia y Deporte, 11(31), 27-36. https://cutt.ly/ZvGxylY.

Google Scholar

Santos-Pastor, M.L., Cañadas, L., Martínez-Muñoz, L.F., & García-Rico, L. (2020). Diseño y validación de una escala para evaluar el aprendizaje-servicio universitario en actividad física y deporte. Educación XX1, 23(2), 67-93. https://doi.org/10.5944/educXX1.25422

Google Scholar

Sierra-Díaz, J., González-Víllora, S., Toledo-Guijarro, J.A., & Bermejo-Collada, C. (2021). Reflexiones sobre el proceso de enseñanza y aprendizaje en Educación Física durante la pandemia por COVID-19. Un caso real. Retos, 41, 866-878. https://doi.org/10.47197/retos.v41i0.85946

Google Scholar

Toquero, C.M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947

Google Scholar

Tria, J.Z. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001. https://doi.org/10.30935/ijpdll/8311

Google Scholar

Vendrell, N.M., & Secanell, I.L. (2020). La expresión corporal en educación física: análisis del interés del alumnado de secundaria. EmásF: revista digital de educación física, (64), 8-19. (https://acortar.link/lvuEX).

Google Scholar

Villén-Sánchez, C. (2020). El profesorado y las tecnologías en tiempos de confinamiento por la pandemia Covid-19. Creencias sobre actitudes, formación, competencia digital e importancia de las TIC en educación. (Trabajo Fin de Máster). Universidad de Salamanca. https://cutt.ly/5vVSIew.

Google Scholar

Xin Xie, X., Siau, K., & Nah, F. F.-H. (2020). COVID-19 pandemic – online education in the new normal and the next normal. Journal of Information Technology Case and Application Research, 22(3), 175–187. https://doi.org/10.1080/15228053.2020.1824884

Google Scholar

Yu, J., & Jee, Y. (2021). Analysis of Online Classes in Physical Education during the COVID-19 Pandemic. Education Sciences, 11(1), 3. https://doi.org/10.3390/educsci11010003

Google Scholar

Published

2021-10-28

Almetric

Dimensions

How to Cite

Cuenca-Soto, N., Santos-Pastor, M. L., Chiva-Bartoll, O., & Martínez-Muñoz, L. F. (2021). Impact of the COVID-19 Pandemic on the Physical Education Subject: Perceived Limitations and Improvement Proposals. Qualitative Research in Education, 10(3), 260–290. https://doi.org/10.17583/qre.8376

Issue

Vol. 10 No. 3 (2021): October

Section

Articles

License

Copyright (c) 2021 Qualitative Research in Education

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The opinions and contents of the manuscript published in QRE are under exclusive responsibility of the author(s). Therefore, authors are responsible for obtaining copyright permission for reproducing the material published in other publications.

All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited. 

Crossref
Scopus
Google Scholar
Europe PMC