Online Physical
Education: The Elephant in the Room
by Brian
Kooiman, Lake Elsinore Unified School District, CA
There's
a feeling among some physical educators that Online Physical
Education (OLPE) has been thrust upon them. These same physical
educators also feel that OLPE cannot contribute to a meaningful
physical education curriculum experience. Despite these reservations,
many states are now requiring high school students to take
at least one online course before graduation (Brown, 2012;
Watson et al., 2012).
Others make online courses available and accept them towards
an earned high school diploma. In 2007, the National Association
for Sports and Physical Education (NASPE) developed a position
paper that identified NASPE's preliminary position for OLPE
courses. Today, students across the country are increasingly
electing to take OLPE courses. Recently, former NASPE President
Craig Buschner expressed his thoughts on OLPE in pelinks4u.
This paper indicated that OLPE lacked 'best practice,' should
address the same curriculum as traditional PE, and that hybrid/blended
models of OLPE delivery may be best suited to the needs of
public school students.
For some, OLPE is an oxymoron since the very thought of physical
education taken online creates a contradictory image in their
mind. Some, upon hearing about OLPE perhaps imagine students
sitting in front of a computer completing reports or worse
yet playing video games and turning in activity logs showing
that they have engaged in physical activity when in fact they
haven't. For others, OLPE may conjure images of the humans
in the movie Wall-E who had stopped moving and depended on
technology to meet their every need resulting in a morbidly
obese populace that had lost the ability and desire to move.
Worse yet the prospect of OLPE raises fears that trained physical
educators will not be needed as instructors in virtual settings
that rely on technology rather than traditional physical activities,
facilities, and equipment.
Physical educators may feel that a robust curriculum will
inevitably suffer when offered in an online environment. This
view is precipitated by the current lack of research into
OLPE and its effect on student learning, the fear that well-prepared
physical education teachers will be seen as unnecessary by
policy makers seeking to save money, and the concern that
loss of student contact for feedback and assessment will hinder
effective instruction. Recent research seems to support these
concerns: Daum & Buschner (2012) reported that 75% of students
taking OLPE are not physically active for the recommended
amount of time. At least thirteen states allow non-credentialed
instructors as the teacher of record. And it appears that
most OLPE courses focus on information searches and some fitness
for life activities while making no effort to address the
social and emotional growth of the learner.
In response to these concerns some physical educators may
be tempted to ignore OLPE with the thought that it will simply
go away if they do not acknowledge its existence. This will
not work. We cannot go back to a world without OLPE as the
move towards OLPE has already begun and grows stronger with
each passing month. As stated earlier, many states have begun
to offer and some even require online courses for secondary
students. For this reason, physical educators need to take
notice and not simply react negatively to the trend towards
OLPE. We need to be proactive and help to determine the course
of this mode of instructional delivery. Physical educators
through their action or inaction will be responsible for the
path that this new mode of instruction takes.
Physical education researchers need to investigate the efficacy
of different curriculum delivery strategies. A comprehensive
curriculum in physical education contains four main components:
physical, mental, emotional, and social. OLPE curriculum that
does not address all four of these components fails to present
a complete curriculum creating gaps in the development of
the learner. The social and emotional aspects of OLPE course
delivery may be the most problematic. OLPE students usually
lack the peer interaction evident in traditional PE classes.
This limits the ability of the student to demonstrate that
they can get along with other students, accept diversity in
other learners, and can cooperate or compete with self-control
while being physically active.
In an effort to address a void in 'best practice' on OLPE,
I recently conducted research on "exergames" to see if they
might provide OLPE students with a more complete curriculum
experience. An exergame is a video game that requires players
to move their bodies during the game while standing in front
of the video screen. Exergames exist that allow users to engage
others over the Internet for head-to-head cooperative or competitive
play. I chose the Xbox 360 gaming console because of its unique
input device. The Xbox 360 uses video and infrared beams to
track the body position of participants.
Other gaming systems (e.g. PlayStation and Wii) require the
user to hold an apparatus or stand on a pad to respond to
player input. Xbox Live is a networking portal that allows
users to connect for remote head-to-head exergame play remotely
over the Internet. Neither of the other two systems offers
this type of connection for their exergames. Additionally,
as an adapted physical education specialist, I felt that the
Xbox input method had the greatest potential for use with
students with special needs since it did not require the user
to hold an apparatus for input and can track modified physical
movements for seated (wheelchair) players.
My research showed that students who engaged in exergames
proximally against a non-player character [NPC] (i.e. gaming
system generated virtual player) and remotely against another
student over the Internet experienced a robust physical education
curriculum. Physically, students were able to raise their
heart rates to a moderate level of physical intensity while
playing a NPC and another student over the Internet. Heart
rates were raised to higher levels when students played each
other over the Internet. Emotionally, participants told us
that they enjoyed the exergames and were motivated to play.
Students reported that they were more motivated while playing
other students over the Internet than when playing an NPC.
Mentally, the subjects improved their visual motor skills
after playing both the NPC and another student over the Internet.
The greatest gains in visual motor acuity occurred when students
played other students over the Internet. Socially, the students
indicated that they felt very little connection to the NPC
while they played but felt very connected to the student they
played over the Internet. In all four components of Physical
Education, students who played another student remotely over
the internet recorded the greatest benefit.
My presently unpublished research (manuscripts are under
journal review) shows that exergames may be useful for OLPE
courses. Exergames can help students access all of the major
components included in local, state, national and international
physical education curriculums. The benefits of exergames
are many. They work well as a starter activity that engages
students and encourages physical activity. Exergames are familiar
to today's learners since they use the same gaming systems
students use to play video games. This equipment familiarity
leads to increased motivation and persistence to play (Sheehan
& Katz, 2010). Additionally, exergames do not intimidate less
physically active students. Less physically inclined students
are actually more inclined to move when presented with an
exergame (Garn et al., 2012). Finally, exergames can be modified
for skill levels, intensity, and duration. This presents instructors
with options for differentiation making it easier to meet
individual student needs.
Exergames can also serve as transitional activities. Students
who engage in exergames develop confidence playing games.
This confidence can lead to the desire to try the real activity
in a traditional setting (Boes & Krell, 2010; Hansen & Sanders,
2008; Sheehan & Katz, 2010). This motivation appears even
greater with learners who are not inclined to engage in physical
activity (Garn et al., 2012).. Exergames can draw this population
towards traditional physical activity.
I'm not suggesting that exergames should replace
traditional physical activities, nor that exergames should
serve as the entire curriculum for physical education when
taken online. But my research leads me to believe that exergames
can be beneficial in OLPE courses. Combined with guidance
from a well-trained physical education teacher, exergames
can get students moving in a progression that leads them to
increase their physical activity in a variety of settings
both traditional and virtual.
In summary, I am suggesting that physical educators
should embrace OLPE and help to determine its future. Let's
view the perception of online physical education as an oxymoron
and use it to our advantage. "Oxymorons" serve to make people
stop and think and create interest. As physical educators
we need to stop and think about the impact of OLPE courses.
The small amount of research that presently exists should
serve as a starting point for physical educators to take notice
of this new trend towards curriculum delivery that many are
convinced cannot be effectively delivered online . It should
also serve as a call to action as researchers identify what
works and what does not work in OLPE courses and begin to
develop 'best practices.'
The use of creative and interesting strategies, such as exergames
can help to pave the way to increase the effectiveness for
OLPE and raise interest among students. When the OLPE oxymoron
is viewed through this lens it can serve the needs of physical
educators well as they proactively engage themselves in this
important topic. If physical educators will take the lead
they can provide policymakers with direction, 'best practices,'
and the rationale for insisting upon well-trained physical
educators whenever physical education curriculums are presented.
references
Biography: Brian J. Kooiman has been an educator since 1980.
He has taught outdoor education, biology, physical education,
recreational therapy, and adapted physical education. He has
mentored over 20 teachers, served as a department chairperson,
multi-track leader, and coach for 20 Varsity sports. His recently
completed work towards a Ph.D. in Educational Leadership led
to his research on OLPE. This research topic sprang from a
his interest in OLPE after teaching a remedial summer school
virtual PE course, void in the literature, and experience
as an Adapted Physical Education Specialist. He currently
works as an APE specialist for the Lake Elsinore Unified School
District.
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