Teachers’ perceptions of teaching physical education using online learning during the COVID-19: A quantitative study in Turkey

Abstract

Introduction This quantitative study aimed to determine physical education teachers’ (PETs) perceptions of online physical education (OLPE) during the COVID-19 pandemic in Turkey. Methods An OLPE teaching survey during the COVID-19 was used, comprising PETs’ opinions on OLPE teaching as well as the advantages, disadvantages, difficulties, and suggestions for OLPE teaching. Results A significant difference by gender was identified in the individual approach to student learning, greater student independence, and ongoing monitoring of student results for teachers, parents, and students. In addition, a significant difference was found by gender in the difficulty in implementing the core curriculum content as well as by school type in the lack of proper home equipment, absence of or limited Internet access, and problems with connecting the computer, tablet, or smartphone to the Internet. Moreover, PETs stated that OLPE teaching is not only the best way to transfer basic information, but it also gives them an opportunity to learn digital technology by devoting time for research for self-improvement. However, they stated that students do not perceive OLPE as a lesson, as student participation is lacking. Moreover, there are deficiencies in students’ social-emotional development. They also stated that the content of the lessons was insufficient, and they were unable to make the lesson interesting. Conclusion PETs’ suggested recommendations included enriching the course content, increasing the lesson time, developing a new curriculum, and creating a platform to access course resources.