Lessons from COVID’s social distancing in the Physical Education class
*Corresponding author: Pablo Saiz-González UO259187@uniovi.es
Cite this article
Saiz-González, P., Fernández-Río, J. & Iglesias, D. (2023). Lessons from COVID’s social distancing in the Physical Education class. Apunts Educación Física y Deportes, 154, -1. https://doi.org/10.5672/apunts.2014-0983.es.(2023/4).154.05
77Visites
References
[1] American Psychological Association. (2019). Publication Manual of the American Psychological Association: 7th Edition, Official, 2020 Copyright.
[2] Association for Physical Education. (2020). COVID-19: Interpreting the Government Guidance in a PESSPA Context. https://www.afpe.org.uk/physical-education/wp-content/uploads/Updated-COVID-19-Guidance-July-2020.pdf
[3] Blanca, M. J., Alarcón, R., Arnau, J., Bono, R., & Bendayan, R. (2017). Non-normal data: Is ANOVA still a valid option? Psicothema, 29(4), 552–557. https://doi.org/10.7334/psicothema2016.383
[4] CDC. (2020, February 11). Guidance for COVID-19 Prevention in K-12 Schools. Centers for Disease Control and Prevention. www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-childcare-guidance.html
[5] COLEF, C. (2020). Recomendaciones docentes para una educación física escolar segura y responsable ante la “nueva normalidad”. Minimización de riesgos de contagio de la COVID-19 en las clases de EF para el curso 2020-2021. Revista Española de Educación Física y Deportes, 429, pp. 81-93. https://doi.org/10.55166/reefd.vi429.902
[6] Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences.
[7] Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
[8] Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
[9] Deci, E. L., & Ryan, R. M. (2016). Optimizing Students’ Motivation in the Era of Testing and Pressure: A Self-Determination Theory Perspective. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building Autonomous Learners: Perspectives from Research and Practice using Self-Determination Theory (pp. 9–29). New York: Springer. https://doi.org/10.1007/978-981-287-630-0_2
[10] Diloy-Peña, S., García-González, L., Sevil Serrano, J., Sanz-Remacha, M., & Abós, Á. (2021). Motivational Teaching Style in Physical Education: How does it affect students’ experiences? Apunts Educación Física y Deportes, 144, 44–51. https://doi.org/10.5672/apunts.2014-0983.es.(2021/2).144.06
[11] Dimitrov, D. M., & Rumrill, P. D. (2003). Pretest-posttest designs and measurement of change. Work (Reading, Mass.), 20(2), 159–165.
[12] European Physical Education Association. (2020). Position statement on Physical Education in schools, during the covid19 pandemic – EUPEA. https://eupea.com/eupea-position-statement-on-physical-education-in-schools-during-the-covid19-pandemic/
[13] Fernández-Río, J. (2020). Apuntes metodológicos para una educación física post-covid-19. EmásF: revista digital de educación física, 66, 67–75.
[14] Filiz, B., & Konukman, F. (2020). Teaching Strategies for Physical Education during the COVID-19 Pandemic. Journal of Physical Education Recreation and Dance, 91(9), 48–50. https://doi.org/10.1080/07303084.2020.1816099
[15] González-Calvo, G., Varea, V., & García-Monge, A. (2022). Children’s Experiences of Lockdown and Social Distancing in the Covid-19 Pandemic. Journal of Family Issues, 0(0). https://doi.org/10.1177/0192513X221094038
[16] Grasten, A., Yli-Piipari, S., Huhtiniemi, M., Salin, K., Hakonen, H., & Jaakkola, T. (2021). A one-year follow-up of basic psychological need satisfactions in physical education and associated in-class and total physical activity. European Physical Education Review, 27(3), 436–454. https://doi.org/10.1177/1356336X20957356
[17] Hagger, M. S., & Chatzisarantis, N. L. D. (2016). The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis. Review of Educational Research, 86(2), 360–407. https://doi.org/10.3102/0034654315585005
[18] Hein, V., Müür, M., & Koka, A. (2004). Intention to be Physically Active after School Graduation and Its Relationship to Three Types of Intrinsic Motivation. European Physical Education Review, 10(1), 5–19. https://doi.org/10.1177/1356336X04040618
[19] Hortigüela-Alcala, D., Chiva-Bartoll, O., & Hernando-Garijo, A. (2022). “I feel lonely, I don't understand you when you talk, and I find it hard to breathe”. Analysis of the emotional tensions of physical education students in the Spanish setting of COVID-19. Teaching and Teacher Education, 112, 103657. https://doi.org/10.1016/j.tate.2022.103657
[20] Hortiguela-Alcala, D., Hernando-Garijo, A., & Perez-Pueyo, A. (2021). Physical Education in the COVID-19 context. A tale from teachers of different educational stages. Retos-Nuevas Tendencias en Educación Física Deporte y Recreación, 41, 764–774. https://doi.org/10.47197/retos.v41i0.86368
[21] 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(6), 608–625. https://doi.org/10.1080/17408989.2021.1922658
[22] James, K. [@kjamespe]. (2020, June 1). SOCIAL DISTANCING PE I’ve created a social distancing PE pack with activities that can be done while social distancing measures are still in place. To share with colleagues in school to ensure PE can still have a place on the timetable! Shout up if you’d like a copy #PhysEd t.co/KP5ITBgKn0 [Tweet]. Twitter. https://twitter.com/kjamespe/status/1267421248604319746
[23] Jang, D., Kim, I., & Kwon, S. (2021). Motivation and Intention Toward Physical Activity During the COVID-19 Pandemic: Perspectives From Integrated Model of Self-Determination and Planned Behavior Theories. Frontiers in Psychology, 12, 714865. https://doi.org/10.3389/fpsyg.2021.714865
[24] Kamoga, S., & Varea, V. (2022). ‘Let them do PE!’ The ‘becoming’ of Swedish physical education in the age of COVID-19. European Physical Education Review, 28(1), 263–278. https://doi.org/10.1177/1356336X211036574
[25] Longo, Y., Alcaraz-Ibanez, M., & Sicilia, A. (2018). Evidence supporting need satisfaction and frustration as two distinguishable constructs. Psicothema, 30(1), 74–81. https://doi.org/10.7334/psicothema2016.367
[26] Longo, Y., Gunz, A., Curtis, G. J., & Farsides, T. (2016). Measuring Need Satisfaction and Frustration in Educational and Work Contexts: The Need Satisfaction and Frustration Scale (NSFS). Journal of Happiness Studies, 17(1), 295–317. https://doi.org/10.1007/s10902-014-9595-3
[27] Moreno, J. A., Moreno, R., & Cervelló, E. (2007). El autoconcepto físico como predictor de la intención de ser físicamente activo. Psicología y Salud, 17(2), 261-267. https://doi.org/10.25009/pys.v17i2.710
[28] Physical and Health Education Canada. (2020). COVID-19 Pandemic: Return to School Canadian Physical and Health Education.
[29] Physical Education Association of Ireland. (2020). Teaching Physical Education in a World with Covid-19.
[30] Professional Development Service for Teachers. (2020). Non-Contact Activities for Physical Education across the Primary School.
[31] Ruiz Pérez, L. M., Palomo Nieto, M., Gómez Ruano, M. Á., & Navia Manzano, J. A. (2018). When we were clumsy: Some memories of Spaniard adults who were low skilled in Physical Education at School. Journal of Physical Education and Sports Management, 5(1), 30–36. https://doi.org/10.15640/jpesm.v5n1a4
[32] Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press.
[33] Sallis, R., Young, D. R., Tartof, S. Y., Sallis, J. F., Sall, J., Li, Q., Smith, G. N., & Cohen, D. A. (2021). Physical inactivity is associated with a higher risk for severe COVID-19 outcomes: A study in 48 440 adult patients. British Journal of Sports Medicine, 55(19), 1099-+. https://doi.org/10.1136/bjsports-2021-104080
[34] Sarkadi, A., Thell, M., & Jirblom, K. (2023). Perceptions of the COVID‐19 pandemic as demonstrated in drawings of Swedish children aged 4–6 years. Acta Paediatrica, 00, 1-9. https://doi.org/10.1111/apa.16706
[35] Shape America. (2021). National Physical Education Standards. https://www.shapeamerica.org/standards/default.aspx?hkey=75b907c4-be9a-49c6-a211-a8909fe478ba
[36] Silva, D. A. S., Chaput, J.-P., Katzmarzyk, P. T., Fogelholm, M., Hu, G., Maher, C., Olds, T., Onywera, V., Sarmiento, O. L., Standage, M., Tudor-Locke, C., & Tremblay, M. S. (2018). Physical Education Classes, Physical Activity, and Sedentary Behavior in Children. Medicine and Science in Sports and Exercise, 50(5), 995–1004. https://doi.org/10.1249/MSS.0000000000001524
[37] Tremblay, M. S., Gonzalez, S. A., Katzmarzyk, P. T., Onywera, V. O., Reilly, J. J., & Tomkinson, G. (2016). Introduction to the Global Matrix 2.0: Report Card Grades on the Physical Activity of Children and Youth Comparing 38 Countries. Journal of Physical Activity & Health, 13(11), S85–S86. https://doi.org/10.1123/jpah.2016-0641
[38] Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., Lopez-Liria, R., & Alvarez, J. F. (2019). Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence. International Journal of Environmental Research and Public Health, 16(13), 2295. https://doi.org/10.3390/ijerph16132295
[39] UNICEF. (2020). COVID-19: Proteger la salud en las aulas. https://www.unicef.es/educa/biblioteca/covid-19-proteger-salud-aulas-apertura-centros-educativos
[40] Varea, V., & Gonzalez-Calvo, G. (2021). Touchless classes and absent bodies: Teaching physical education in times of Covid-19. Sport Education and Society, 26(8), 831–845. https://doi.org/10.1080/13573322.2020.1791814
[41] Varea, V., Gonzalez-Calvo, G., & Garcia-Monge, A. (2022). Exploring the changes of physical education in the age of Covid-19. Physical Education and Sport Pedagogy, 27(1), 32–42. https://doi.org/10.1080/17408989.2020.1861233
[42] Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-Determination Theory Applied to Physical Education: A Systematic Review and Meta-Analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420
[43] Viner, R., Russell, S., Saulle, R., Croker, H., Stansfeld, C., Packer, J., Nicholls, D., Goddings, A.-L., Bonell, C., Hudson, L., Hope, S., Schwalbe, N., Morgan, A., & Minozzi, S. (2021). Impacts of school closures on physical and mental health of children and young people: A systematic review. 2021.02.10.21251526. https://www.medrxiv.org/content/10.1101/2021.02.10.21251526v1
[44] Wang, M.-T., Kiuru, N., Degol, J. L., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58, 148–160. https://doi.org/10.1016/j.learninstruc.2018.06.003
ISSN: 2014-0983
Received: 2 de diciembre de 2022
Accepted: 22 de marzo de 2023
Published: 1 de octubre de 2023
Editor: © Generalitat de Catalunya Departament de la Presidència Institut Nacional d’Educació Física de Catalunya (INEFC)
© Copyright Generalitat de Catalunya (INEFC). This article is available from url https://www.revista-apunts.com/. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/deed.en