Verification of the educational effect of online university physical education with COVID-19 from the perspective of teachers

<p>Background To prevent the spread of COVID-19, a state of emergency was proclaimed in Japan; in the first half of 2020, online classes were held at many universities. Physical education classes based on practical skills were also conducted remotely; however, the full circumstances of such teaching are unclear as are details of the achieved educational effects. Accordingly, the present study investigated the conditions and challenges with respect to physical education practical lessons as well as teachers’ working styles when online lessons were unavoidable. Our aim was to identify an appropriate teaching environment for university physical education in the post-COVID-19 era. Methods We conducted a Web questionnaire survey using Google Forms among 107 university physical education teachers in Japan. Results We found that 91.6% of the teachers taught all scheduled classes (including online classes). The figure for remote teaching was 78.5%; that for a mixture of remote and face-to-face teaching was 19.6%. With remote teaching, 41.5% conducted it in an on-demand format; 25.0% did so with a simultaneous interactive format; 22.6% adopted a material distribution/viewing format. Among the teachers, 82.3% responded that their working hours for classes increased compared with an average year; 31.8% stated that those hours more than tripled and 26.2% that they more than doubled. Regarding subjective assessment of the educational effect, understanding the value of cooperative play, improved communication skills, and adaptation to the school were significantly lower than other items (p< .05). Multiple regression analysis indicated that the reward scale could be explained by subjective assessment, work engagement, sense of coherence scale, and occupational stress (contribution rate, 42.1%; F=18.56; p< .001). Discussion Through online classes, it was difficult to achieve interpersonal communication skills and adaptation to the school; however, half of the teachers observed positive educational effects with respect to adopting a regular lifestyle, physical fitness and physical activity, and self-initiative and self-motivation. The more teachers perceived the reward effect, the more positively did they become aware of the educational effect of online physical education practical classes. It is necessary to reconsider the value of what should be taught in university physical education. Likewise, it is essential to create new types of physical education classes in the post-COVID-19 era by applying the methods adopted in online classes for active learning.</p>