‘The teacher could correct me without being there’: Adapting distance education approaches to promote physical activity during lockdown
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29 mars 2023
- handle: 10670/1.wpa4v2
- hal: hal-04201239
- doi: 10.1177/1356336x231160404
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info:eu-repo/semantics/altIdentifier/doi/10.1177/1356336x231160404
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Mots-clés
physical activity engagement remote monitoring hybrid teaching mixed methods covid-19 pandemicSujets proches
School life Students--Education Pupils Student life and customs Physical activity Warm-up Workouts (Exercise) Marriage, Promise of EngagementCiter ce document
Thibaut Derigny et al., « ‘The teacher could correct me without being there’: Adapting distance education approaches to promote physical activity during lockdown », HAL-SHS : sciences de l'éducation, ID : 10.1177/1356336x231160404
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Résumé
Despite the impossibility of face-to-face teaching during the covid-19 pandemic lockdown, many physical education teachers used remote activity pedagogical monitoring (PM) to keep students engaged in physical activity (PA). The aim of this study was to explore students' experiences of remote PM practices during lockdown to engage in PA. A sequential explanatory mixed methods design was used, with a qualitative investigation (students' experience of PM) informed by a quantitative investigation (relationship between PA and PM as a function of diligence). First, 644 French students (16.32 ± 1.01 years) participated in a longitudinal survey to collect retrospective data about their reported PA levels during a typical week before lockdown and four weeks after. A second step consisted of identifying clusters, based on how PA emerged in participants and diligence in PM. Five clusters were identified from which eight paragons accepted to be interviewed. Interviews were conducted with paragons from each cluster to understand their different lived experiences during PM. Results showed a significant decrease in PA during lockdown, with PM serving to limit the drop-out from PA. Positive experiences in PA engagement were associated with: (a) family and video support, (b) variety in the PA program, (c) requests for work, (d) provision of feedback, and (e) use of personalised training. Results are encouraging in terms of developing hybrid pedagogical practice which includes face-to-face activity and use of PM. Further research is needed to ensure these pedagogical principles lead to positive experiences of PA engagement at a distance.