Implementation and effectiveness of a CSPAP-informed, online secondary methods course with virtual field experiences during the COVID-19 pandemic

Collin Webster, Jongho Moon, Hayes Bennett, Stephen Griffin

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Abstract

This study examined the implementation and effectiveness of a comprehensive school physical activity program (CSPAP)-informed, 15-week physical education secondary methods course, adapted from its previous in-person format to be completely online for fall 2020 during the COVID-19 pandemic. The participants were 15 preservice physical education teachers (PPETs) and three course instructors. Each PPET taught six virtual physical education lessons to middle and high school students learning at home. Multiple data sources including focus groups, individual interviews, and course artifacts were analyzed to address research questions centered on the fidelity of course delivery, adaptations made to the course during implementation, and the PPETs’ approach to lesson planning and teaching. The findings showed a high level of implementation fidelity, and few adaptations were made to the course. Three themes were identified with respect to the PPETs’ pedagogical approach: personalization, inquiry-based instruction, and resilience. This study provides a case example of trying to prepare PPETs for professional roles in the COVID era.
Original languageEnglish
Pages (from-to)508–515
Number of pages8
JournalJournal of Teaching in Physical Education
Volume40
Issue number3
Early online date5 May 2021
DOIs
Publication statusPublished - Jul 2021

Keywords

  • comprehensive school physical activity program
  • implementation science
  • physical education
  • physical education teacher education
  • preservice teacher
  • RE-AIM framework

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