391
Views
1
CrossRef citations to date
0
Altmetric
Research Articles

Physical education teachers’ experiences regarding online physical education lessons for children with autism spectrum disorder

ORCID Icon, ORCID Icon & ORCID Icon
Pages 615-624 | Received 29 Mar 2022, Accepted 04 Sep 2022, Published online: 16 Sep 2022

References

  • Abuhammad, S. 2020. Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6, e05482.
  • Alrefaie, Z., Hassanien, M. and Al-Hayani, A. 2020. Monitoring online learning during Covid-19 pandemic; suggested online learning portfolio (COVID-19 OLP). MedEdPublish, 9, 110–110.
  • Baranowski, T. 1997. Families and health actions. In D. S. Gochman (Ed.), Handbook of health behavior research I: Personal and social determinants. New York: Plenum Press, pp. 179–206.
  • Black, E., Ferdig, R. and Thompson, L. A. 2021. K-12 virtual schooling, COVID-19, and student success. JAMA Pediatrics, 175, 119–120.
  • Block, M. E. and Obrusnikova, I. 2007. Inclusion in physical education: A review of the literature from 1995-2005. Adapted Physical Activity Quarterly: APAQ, 24, 103–124.
  • Braun, V., and and Clarke, V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
  • Buschner, C. 2006. Online physical education: Wires and lights in a box. Journal of Physical Education, Recreation & Dance, 77, 3–8.
  • Cahapay, M. B. 2022. How Filipino parents’ home educate their children with autism during COVID 19 period. International Journal of Developmental Disabilities, 68, 395–398.
  • Cetin, Ş. and Ercan, T. 2021. Otizme sahip ergen öğrencilerin uzaktan eğitim deneyimlerinin ebeveyn aracılığı ile incelenmesi. Anadolu Akademi Sosyal Bilimler Dergisi, 3, 105–121. Available at: <https://www.dergipark.org.tr/tr/pub/anadoluakademi/issue/60142/870947>
  • Creswell, J. W. 2014. Research design: Qualitative, quantitative and mixed methods approaches. (4th ed.). Thousand Oaks, CA: Sage.
  • Daum, D. N. and Buschner, C. 2012. The status of high school online physical education in the United States. Journal of Teaching in Physical Education, 31, 86–100.
  • Daum, D. N. and Woods, A. M. 2015. Physical education teacher educator’s perceptions toward understanding of K-12 online physical education. Journal of Teaching in Physical Education, 34, 716–724.
  • Daum, D. N., Goad, T., Mosier, B. and Killian, C. M. 2021. Toward quality online physical education: Research questions and future directions. International Journal of Kinesiology in Higher Education, 2021, 1–13.
  • Embregts, P. J., van den Bogaard, K. J., Frielink, N., Voermans, M. A., Thalen, M. and Jahoda, A. 2022. A thematic analysis into the experiences of people with a mild intellectual disability during the COVID-19 lockdown period. International Journal of Developmental Disabilities, 68, 578–582.
  • Esentürk, O. K. and Yarımkaya, E. 2021a. WhatsApp-based physical activity intervention for children with autism spectrum disorder during the novel coronavirus (COVID-19) pandemic: A feasibility trial. Adapted Physical Activity Quarterly: APAQ, 38, 569–584.
  • Esentürk, O. K. and Yarımkaya, E. 2021b. Otizm spektrum bozukluğu olan çocuğa sahip annelerin uyguladığı uyarlanmış fiziksel aktivitelerin annelerin yaşam kalitesine etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22, 1–24.
  • Filiz, B. and Konukman, F. 2020. Teaching strategies for physical education during the COVID-19 pandemic. Journal of Physical Education, Recreation & Dance, 91, 48–50.
  • Garbe, A., Ogurlu, U., Logan, N. and Cook, P. 2020. Parents’ experiences with remote education during COVID-19 school closures. American Journal of Qualitative Research, 4, 45–65. https://doi.org/10.29333/ajqr/8471.
  • Garcia, J. M., Cathy, B. S., Garcia, A. V., Shurack, R., Brazendale, K., Leahy, N., Fukuda, D. and Lawrence, S. 2021. Transition of a judo program from in-person to remote delivery during COVID-19 for youth with autism spectrum disorder. Advances in Neurodevelopmental Disorders, 5, 227–232.
  • Gibbone, A., Rukavina, P. and Silverman, S. 2010. Technology integration in secondary physical education: Teachers’ attitudes and practice. Journal of Educational Technology Development and Exchange, 3, 27–41.
  • Goc-Karp, G. and Woods, M. L. 2003. Wellness NutriFit online learning in physical education for high school students. Journal of Interactive Online Learning, 2, 1–19. Available at: <https://www.ncolr.org/issues/jiol/v2/n2/wellness-nutrifit-online-learning-in-physical-education-for-high-school-students.html>
  • Harris, M. T. and Metzler, M. 2018. Online personal fitness course alignment with national guidelines for online physical education. Journal of Teaching in Physical Education, 38, 1–13.
  • Hawkins, B. 2020. New poll reveals parents want one-on-one distance learning support from teachers – But aren’t getting much of it. Available at: <https://www.the74million.org/article/new-poll-reveals-parents-want-value-one-on-one-distance-learning-support-from-teachers-but-arent-getting-much-of-it/>
  • Healy, S. and Marchand, G. 2020. The feasibility of project chase: A facebook-delivered, parent-mediated physical activity intervention for children with autism. International Journal of Disability, Development and Education, 67, 225–242.
  • Howley, D. 2022. Experiences of teaching and learning in K-12 physical education during COVID-19: An international comparative case study. Physical Education and Sport Pedagogy, 27, 608–625.
  • Jeong, H. C. and So, W. Y. 2020. Difficulties of online physical education classes in middle and high school and an efficient operation plan to address them. International Journal of Environmental Research and Public Health, 17, 7279.
  • Killian, C. M., Kinder, C. J. and Woods, A. M. 2019. Online and blended instruction in K-12 physical education: A scoping review. Kinesiology Review, 8, 110–129.
  • Killian, C. M., Woods, A. M., Graber, K. C. and Templin, T. J. 2021. Factors associated with high school physical education teachers’ adoption of a supplemental online instructional system (iPE). Journal of Teaching in Physical Education, 40, 136–145.
  • Kim, M., Santiago, J. A., Park, C. W. and Kim, M. J. 2021a. Adapted physical education teaching online during COVID-19: Experiences from the South of the United States. International Journal of Disability, Development and Education, 69, 239–252.
  • Kim, M., Yu, H., Park, W. C., Ha, T. and Baek, J. 2021b. Physical education teachers’ online teaching experiences and perceptions during the COVID-19 pandemic. Journal of Physical Education and Sport, 21, 2049–2056.
  • Kohli, S. and Writer, S. 2020. Students with disabilities deprived of crucial services because of coronavirus closures. Available at: <https://www.latimes.com/california/story/2020-03-25/coronavirus-school-special-education>
  • Kooiman, B. J., Sheehan, D. P., Wesolek, M. and Retegui, E. 2017. Moving online physical education from oxymoron to efficacy. Sport, Education and Society, 22, 230–246.
  • Laar, R. A., Ashraf, M. A., Ning, J., Ji, P., Fang, P., Yu, T. and Khan, M.N. 2021. Performance, health, and psychological challenges faced by students of physical education in online learning during COVID-19 epidemic: A qualitative study in China. Healthcare, 9, 1030.
  • Lau, E. Y. H. and Lee, K. 2021. Parents’ views on young children’s distance learning and screen time during COVID-19 class suspension in Hong Kong. Early Education and Development, 32, 863–880.
  • Lincoln, Y. S. and Guba, E. G. 1986. But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 30, 73–84.
  • Majoko, T. and Dudu, A. 2022. Parents’ strategies for home educating their children with autism spectrum disorder during the COVID19 period in Zimbabwe. International Journal of Developmental Disabilities, 68, 474–478.
  • Marchand, G. and Healy, S. 2019. Implementation of project chase (Children with autism supported to exercise): A facebook-delivered, parent-mediated physical activity intervention. Palaestra, 33, 32–39. Available at: <https://js.sagamorepub.com/palaestra/article/view/10154>
  • McNamara, S. W., Bittner, M., Katz, H. and Hangauer, K. 2022a. Addressing literature gaps in online learning and adapted physical education: A scoping review. Kinesiology Review, 11, 191–196.
  • McNamara, S. W., Healy, S., Bittner, M. and Blagrave, J. 2022b. Physical educators’ experiences and perceptions towards teaching autistic children: A mixed methods approach. Sport, Education and Society, 2022, 1–14.
  • McNamara, S. W., Weiner, B., Martinez, D., Ambrosius, H., Griffin, A., Beavers, A. and Heebink, J. 2021a. How the perils of COVID-19 impact teachers’ ability to navigate the delivery of APE services. Journal of Physical Education, Recreation & Dance, 92, 10–15.
  • McNamara, S. W., Healy, S. and Haegele, J. 2021b. Use of social media for professional development by physical educators who teach students with disabilities. International Journal of Disability, Development and Education, 68, 690–701.
  • Mercier, K., Centeio, E., Garn, A., Erwin, H., Marttinen, R. and Foley, J. 2021. Physical education teachers’ experiences with remote instruction during the initial phase of the COVID-19 Pandemic. Journal of Teaching in Physical Education, 40, 337–342.
  • Merriam, S. B. and Tisdell, E. J. 2015. Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey Bass.
  • Mohnsen, B. 2012. Implementing online physical education. Journal of Physical Education, Recreation & Dance, 83, 42–47.
  • Mosier, B. 2012. Virtual physical education: A call for action. Journal of Physical Education, Recreation & Dance, 83, 6–10.
  • Ng, K., Klavina, A., Ferreira, J. P., Barrett, U., Pozeriene, J. and Reina, R. 2021. Teachers’ preparedness to deliver remote adapted physical education from different European perspectives: Updates to the European Standards in adapted physical activity. European Journal of Special Needs Education, 36, 98–113.
  • Pan, C. Y., Tsai, C. L. and Hsieh, K. W. 2011. Physical activity correlates for children with autism spectrum disorders in middle school physical education. Research Quarterly for Exercise and Sport, 82, 491–498.
  • Rahman, T., Prasetyo, D. A. and Mashuri, H. 2021. The impact of onlıne learning during the COVID-19 pandemic on physical education teachers. Halaman Olahraga Nusantara (Jurnal Ilmu Keolahragaan), 4, 294.
  • Ransdell, L. B., Rice, K., Snelson, C. and DeCola, J. 2008. Online healthrelated fitness course: A wolf in sheep’s clothing or a solution to some problems? Journal of Physical Education, Recreation & Dance, 79, 45–52.
  • Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M. and Tambunan, A. R. S. 2020. The Perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7, 90–109.
  • Rink, J. E. and Hall, T. J. 2008. Research on effective teaching in elementary school physical education. The Elementary School Journal, 108, 207–218.
  • Rose, J., Willner, P., Cooper, V., Langdon, P. E., Murphy, G. H. and Kroese, B. S. 2022. The efect on and experience of families with a member who has intellectual and developmental disabilities of the COVID-19 pandemic in the UK: Developing an investigation. International Journal of Developmental Disabilities, 68, 234–236.
  • Sallis, J. F., Prochaska, J. J. and Taylor, W. C. 2000. A review of correlates of physical activity of children and adolescents. Medicine and Science in Sports and Exercise, 32, 963–975.
  • Shahrbanian, S., Kateb, M. Y., Doyle-Baker, P. K. and Hassani, F. 2021. Physical activity for children with autism spectrum disorder during COVID-19 pandemic. International Journal of Developmental Disabilities, 2021, 1–5.
  • Sikirit, D. 2020. The challenges of home learning during the COVID-19 pandemic. Available at: <https://www.unicef.org/indonesia/education-and-adolescents/coronavirus/stories/learning-home-during-covid-19-pandemic>
  • Smith, J. A., Flower, P. and Larkin, M. 2009. Interpretative phenomenological analysis: Theory, method and research. London: Sage Publications.
  • UNESCO. 2020a. COVID-19 educational disruption and response. Available at: <https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures>
  • UNESCO. 2020b. Learning never stops – tell UNESCO how you are coping with COVID-19 school closures. Available at: <https://en.unesco.org/news/learning-never-stops-tell-unesco-how-you-are-coping-covid-19-school-closures-0>
  • Varea, V., González-Calvo, G. and García-Monge, A. 2022. Exploring the changes of physical education in the age of Covid-19. Physical Education and Sport Pedagogy, 27, 32–42.
  • WHO. 2008. The world health report 2008 – Primary health care (Now more than ever). Geneva: World Health Organization. Available at: <https://apps.who.int/iris/handle/10665/43949>
  • Vilchez, J. A., Kruse, J., Puffer, M. and Dudovitz, R. N. 2021. Teachers and school health leaders’ perspectives on distance learning physical education during the COVID-19 pandemic. The Journal of School Health, 91, 541–549.
  • Woods, M. L., Goc-Karp, G., Shimon, J. M. and Jensen, K. 2004. Using webquests to create online learning opportunities in physical education. Journal of Physical Education, Recreation & Dance, 75, 41–46. doi:10.1080/07303084.2004.10607288.
  • Yarımkaya, E. and Esentürk, O. K. 2020. The novel coronavirus (COVID-19) outbreak: Physical inactivity and children with autism spectrum disorders. Life Span and Disability, 23, 133–152.
  • Yarımkaya, E., Esentürk, O. K., İlhan, E. L. and Karasu, N. 2021. A WhatsApp-delivered intervention to promote physical activity in young children with autism spectrum disorder. International Journal of Developmental Disabilities, 2021, 1–12.
  • Yarımkaya, E. and Esentürk, O. K. 2022. Promoting physical activity for children with autism spectrum disorders during coronavirus outbreak: Benefits, strategies, and examples. International Journal of Developmental Disabilities, 68, 430–435.
  • Yarımkaya, E., Esentürk, O. K., İlhan, E. L., Kurtipek, S. and Işım, A. T. 2022. Zoom-delivered physical activities can increase perceived physical activity level in children with autism spectrum disorder: A pilot study. Journal of Developmental and Physical Disabilities.
  • Yarımkaya, D. and Töman, U. 2021. Exploring Turkish parents’ lived experiences on online science lessons of their children with mild intellectual disability amid the COVID-19 pandemic. International Journal of Developmental Disabilities, 2021, 1–10.
  • Yu, J. and Jee, Y. 2020. Analysis of online classes in physical education during the COVID-19 pandemic. Education Sciences, 11, 3–14.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.