PDF(Pubmed)
Abstract：
This study examined secondary (high) school teachers\' experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE. Semi-structured interviews occurred with eight high school HPE specialist teachers, providing qualitative data for analysis. The analysis of teachers\' experiences indicated that in most cases HPE did not happen; rather, physical activity provision was initiated, or HPE was marginalised to a movement break between subjects with perceived higher status and priority. Additionally, teachers found that providing HPE online was challenging, and struggled to connect with, engage and provide equitable opportunities for their students online. The results showed that the move to online provision of HPE resulted in diminished educative purpose.
摘要：
这项研究调查了2020年澳大利亚一个州在Covid-19抑制措施期间，中学(高中)教师在线提供健康和体育教育(HPE)的经验。研究指出，在HPE中使用混合学习和翻转课堂，然而，人们对完全在线学校HPE的交付知之甚少。对八名高中HPE专业教师进行了半结构化访谈，为分析提供定性数据。对教师经验的分析表明，在大多数情况下，HPE没有发生；相反，开始提供身体活动，或HPE被边缘化为具有较高地位和优先级的受试者之间的运动中断。此外,老师们发现在线提供HPE具有挑战性，努力联系，在线参与并为学生提供公平的机会。结果表明，转向在线提供HPE导致教育目的减弱。
