ABSTRACT
The way in which Physical Education (PE) is conceived has changed radically in a matter of months. This means that the professional identity of the teaching staff has had to be reconstructed and adapted to an unprecedented situation. The aim of this study is, under the theory of teaching identity and professional reconstruction, to contrast how three groups of teachers from different educational stages teach PE with COVID 19, analyzing the adaptations made in the classroom. Five university teachers, seven school teachers and eight future teachers took part. A qualitative analysis was employed, using reflective journals and discussion groups as data collection instruments. Three categories of analysis were used: a) reconfiguration of the purpose of the subject;b) reconstruction of professional identity;c) main limitations of teaching and solutions found. The results show how teachers in the three educational stages agree on the negative implications of teaching the subject with physical distance. University teachers stress the need to reconsider the aims of the subject in order to adapt to this new situation, while school teachers admit to being very limited on the content to be taught. For their part, the future teachers express great insecurity about being able to apply what they have been taught throughout their university training. It is considered essential to continue researching and reflecting on the evolution of PE teaching in the situation of COVID 19, as well as the curricular and educational role that it should continue to play. Alternate :La forma de concebir la educación física ha cambiado radicalmente en cuestión de meses. Esto hace que la identidad profesional del profesorado haya tenido que reconstruirse y adaptarse a una situación inédita. El objetivo de este estudio es, bajo la teoría de la identidad docente y la reconstrucción profesional, contrastar cómo tres grupos de profesores de diferentes etapas educativas enseñan Educación Física con la COVID 19, analizando las adaptaciones realizadas en el aula. Participaron cinco profesores universitarios, siete profesores de escuela y ocho futuros profesores. Se empleó un análisis cualitativo, utilizando diarios de reflexión y grupos de discusión como instrumentos de recogida de datos. Se utilizaron tres categorías de análisis: a) reconfiguración del propósito de la asignatura;b) reconstrucción de la identidad profesional;c) principales limitaciones de la enseñanza y soluciones encontradas. Los resultados muestran cómo los profesores de las tres etapas educativas coinciden en las implicaciones negativas de la enseñanza de la asignatura con distancia física. Los profesores universitarios destacan la necesidad de reconsiderar los objetivos de la asignatura para adaptarse a esta nueva situación, mientras que los profesores de la escuela admiten estar muy limitados en cuanto a los contenidos a impartir. Por su parte, los futuros profesores manifiestan una gran inseguridad para poder aplicar lo que se les ha enseñado a lo largo de su formación universitaria. Se considera imprescindible seguir investigando y reflexionando sobre la evolución de la enseñanza de la educación física en la situación de la COVID 19, así como el papel curricular y educativo que debe seguir desempeñando.Alternate :A forma como a Educação Física (EF) é concebida mudou radicalmente em questão de meses. Isso significa que a identidade profissional do corpo docente teve que ser reconstruída e adaptada a uma situação sem precedentes. O objetivo deste estudo é, à luz da teoria da identidade docente e da reconstrução profissional, contrastar como três turmas de professores de diferentes estágios de ensino ensinam EF com o COVID 19, analisando as adaptações feitas em sala de aula. Participaram cinco professores universitários, sete professores de escolas e oito futuros professores. Empregou-se uma análise qualitativa, tendo como instrumentos de coleta de dados diários reflexivos e grupos de discussão. Foram utilizadas t ês categorias de análise: a) reconfiguração da finalidade do sujeito;b) reconstrução da identidade profissional;c) principais limitações de ensino e soluções encontradas. Os resultados mostram como os professores das três etapas da formação concordam sobre as implicações negativas do ensino da disciplina a distância física. Os professores universitários sublinham a necessidade de reconsiderar os objetivos da disciplina para se adaptarem a esta nova situação, enquanto os professores das escolas admitem estar muito limitados quanto aos conteúdos a ensinar. Os futuros professores, por sua vez, expressam grande insegurança em poder aplicar o que lhes foi ensinado ao longo de sua formação universitária. Considera-se imprescindível continuar pesquisando e refletindo sobre a evolução do ensino de EF na situação da COVID 19, bem como o papel curricular e educacional que deve continuar a desempenhar.
ABSTRACT
INTRODUCCIÓN. El confinamiento de la población provocado por la pandemia del coronavirus obligó al profesorado y a las familias a hacer una transición casi instantánea de la enseñanza presencial a la enseñanza a distancia. Pero, ¿cómo ha incidido esta transición en la denominada brecha digital? El objetivo del estudio fue conocer el impacto del cierre de los centros educativos en las siguientes tres brechas digitales de acceso, cognitiva y escolar. Y hacerlo desde la perspectiva del profesorado y de las familias. MÉTODO. Participaron 9567 ciudadanos españoles, 3700 docentes y 5867 progenitores. El estudio siguió un diseño de investigación ex post facto con una metodología cuantitativa de encuesta. El muestreo se realizó con la técnica no-probabilística de “bola de nieve”. La recogida de datos se realizó virtualmente entre el 15 de abril al 8 de mayo del 2020. RESULTADOS. Pusieron de manifiesto una “brecha de acceso” que el profesorado achaca a una conexión deficiente y a un número insuficiente de medios técnicos en las casas, pero que las familias no comparten y señalan las limitaciones impuestas por el teletrabajo como la principal dificultad. DISCUSIÓN. Existe claramente una “brecha cognitiva” reconocida por el profesorado y por las familias y una “brecha escolar” que el primero sitúa en insuficientes recursos puestos a su disposición por las administraciones y los centros y en una insuficiente experiencia en enseñanza online. En conclusión, el confinamiento provocado por la pandemia de la COVID-19 ha sacado a la luz una brecha digital que se creía superada o al menos minimizada, pero que en sus vertientes cognitiva y escolar demanda medidas.Alternate : INTRODUCTION. The population confinement caused by coronavirus pandemic forced teachers and families to make an almost instant transition from traditional teaching to on-line teaching. But how did it work regarding the digital gap? The aim of the study was to assess the impact of the schools’ lockdown on the three existing digital gaps, access, cognitive and school, from the teachers and the families’ perspectives. METHOD. 9567 Spanish citizens, 3700 teachers and 5867 parents, agreed to participate. The study followed an ex post facto research design within a questionnaire quantitative methodology. A “snowball” non-probabilistic sampling was used to recruit participants. Data collection was performed virtually from April 15th to May 8th, 2020. RESULTS. They uncovered an “access gap” that teachers blame on a deficient internet connection and not enough resources at home, but families do not share it and point to telecommuting as the main limitation. DISCUSSION. There is a clear “cognitive gap” acknowledged by teachers and families and a “school gap” that teachers blame on insufficient resources provided by the administration and the schools, and an insufficient experience on on-line education. In conclusion, the confinement caused by the COVID-19 pandemic has brought to light a “digital gap” that many believe overcame or at least minimized. However, the cognitive and the school gaps need actions.
ABSTRACT
In this paper, we aim to analyse the possible fears and insecurities produced by Covid-19 and its possible influence on the reconstruction of the professional identity of future physical education (PE) teachers in primary education. Following the theoretical construct of chaos theory, a qualitative methodology was employed, using discussion groups and reflective journals as data collection instruments. The results show how teacher training students are uncertain about their professional future, questioning whether they will be able to apply the PE they have learned. They perceive the elimination of physical contact and the use of shared spaces and equipment as the main problems to be faced by teachers in the future.
ABSTRACT
The aim of this research is to analyse the emotional tensions experienced by PE students in the setting of the COVID-19 pandemic. Twenty-four students participated in the study. A qualitative methodology was used in which, taking into account the safety and prevention conditions established for the COVID-19 situation, three categories of analysis were obtained: a) experiences regarding the use of the face mask; b) experiences regarding physical distancing; and c) social interaction between students. The researchers' logbooks and three discussion groups were used as data collection instruments. The results show how the COVID-19 safety measures generated emotional changes in students.
ABSTRACT
This study analyses the factors that affect the pedagogical practice and the consideration of the subject of physical education (PE) for a group of students in initial training to become teachers, with the intention of (a) discovering what feelings the COVID-19 pandemic arouses in the future teachers when having to teach physical education virtually, (b) investigating the advantages and disadvantages of the virtual teaching of PE during the pandemic, and (c) finding out how the pandemic has changed their perception towards the teaching of PE and their passion for teaching. Twelve future teachers (four women and eight men), who were completing a practicum during their last year at university, participated in the study. A qualitative methodology was employed, in which data were obtained through individual online interviews and online focus groups. The data were analysed using a thematic content analysis and a constant comparison method. The results show, among other aspects, that future teachers understand that the teaching of PE has to be carried out face-to-face in order not to lose its meaning, that there are implicit shortcomings in the virtual teaching model, and that there is a greater probability of suffering from teacher stress and disenchantment with the profession when following an online teaching methodology. The results can be used to foster a critical dialogue regarding the difficulty faced by PE teachers today, at a crucial moment when the political, social and cultural aspects surrounding it are changing.
ABSTRACT
A growing number of studies have highlighted the health benefits of high physical activity, low screen time, and optimal sleep duration among school-age children and adolescents. Objective: The present study proposes to examine the individual and combined association between movement behaviors (physical activity, screen time, and sleep time) and quality of life in boys and girls. Method: A total of 319 Spanish primary and secondary school students participated in the study. Physical activity, screen time, sleep duration, and quality of life were evaluated. Results: Descriptive, correlation, and regression analyses were carried out in order to improve knowledge about health-related behaviors for all participants. The results found significant positive associations between physical activities and sleep time with quality of life. Finally, the regression models showed that physical activity scores predict quality of life, especially in children. It is concluded that movement behaviors are important in association with quality of life. Likewise, the impact of physical activity on the quality of life is highlighted as the main behavior in the prediction of the quality of life for a population of school adolescents.