Examining the effectiveness of virtual Physical Education lesson during COVID-19 on students' affective development /

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Student Projects

2021

Ho, Hoi Hung

Hong Kong : Education University of Hong Kong

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Background: Since 2019, COVID-19 pandemic has become a global issue, schools were closed for a long period of time. The virtual lessons became a raising trend rapidly. Inevitably, Physical Education is necessary to be delivered via cameras. Virtual PE lessons has becoming a hotspot in the teaching field. Objective: This questionnaire-based study aims to examine the effectiveness of virtual Physical Education lesson during COVID-19 on students' affective development. Methodology: A questionnaire-based study, 205 and 145 (350 in total) responses from secondary students were received through online Questionnaire 1 and Questionnaire 2 respectively between midNovember 2020 to mid-March 2021. Findings: Five significant findings were featured in this study. Firstly, majority of students claimed that they had lower intention to participate in virtual PE lessons actively compared to that of traditional PE lessons, and the major reasons were concerning the 'content of the lessons' and 'the changes in the interaction between teacher and students.' Secondly, most students reported that they have weak ability to recognize their own emotions and the emotions of their classmate during virtual PE lessons. Thirdly, most students had insufficient interpersonal development during virtual PE lessons as they had limited chance to appreciate others as well as undergoing team building activities. Fourthly, a large percentage of students encountered difficulties in expressing their emotions, the reason is that the communication and interaction between peers was diminished. Fifthly, most students recommended that school should create a high-interacting and interesting learning atmosphere in order to fostering better virtual PE lesson. Discussion: In conclusion, in term of student's affective development, the effectiveness of virtual PE lessons during the period of COVID-19 was generally observed to be low. Moreover, schools should provide support to frontline teachers and students such as appropriate platform for virtual lessons, guidelines for virtual PE lessons and relevant learning materials. By creating a more interacting and enthralling virtual learning atmosphere, the affective development of students can be enriched, and the effectiveness of virtual PE lessons can be enhanced accordingly

LG51.H43 hp BEd(PE) 2021eb Hohh

https://educoll.lib.eduhk.hk/records/RKhjgGVr