The sudden switch in the delivery of lessons from face to face to online due to the coronavirus-19

pandemic has left educators with difficulty transitioning their traditional pedagogy to active online
learning pedagogy. This study looked into the challenges encountered by teachers in conducting virtual
physical education in the middle of the COVID19 pandemic that continues to happen today. The scope is
delimited to twenty junior high school Physical Education teachers from Manila public schools whose
students have limited access to technology and have lesser means to pursue online education. The
researcher intended to identify methods and strategies that the teachers have utilized during the
implementation of fully online learning and their responses to the challenges that they have
encountered. Based on the results, inconsistent Internet connection, lack of space and equipment, low-
level participation of students, and difficulty correcting students’ execution were among the obstacles
they faced in online classes. Minimal transfer of skills and knowledge to students has become the major
disadvantage of conducting online classes while comfort and safety unfold to be its advantages.
Although online learning provided new opportunities for both teacher and learners, it could not match
the effectiveness of doing class activities in the traditional classroom, school grounds, and the gym.
Nevertheless, with the right activity, creative exercise routines, improved motivation, and correct
instructions from moderators, quality online physical education can be ensured even after the country’s
health situation returns to normal. (Jerrwin C. Aguinaldo 2021)
https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2021/
LLI-13.pdf

The difficulties of operating middle and high school online physical education classes for the first
time included (1) the monotony of the classes within their limited environmental conditions and
limited educational content that did not adequately convey the value of physical education, (2) trial-
and-error methods applied nationwide, resulting from a lack of expertise in operating online physical
education classes, and (3) very limited evaluation guidelines proposed by the Korea Ministry of
Education, which made systematic evaluation with online methods impossible. To address the
identified problems and facilitate the efficient operation of online physical education classes,
changes in strategic learning methods are needed to understand online physical education
characteristics and thereby better communicate the value of physical education. It is also necessary
to cultivate teaching expertise through sharing online physical education classes, where
collaboration among physical education teachers is central. In addition, evaluation processes should
be less formal to encourage active student participation ( Hyun-Chul Jeong 2020)
https://www.researchgate.net/publication/346031744_Difficulties_of_Online_Physical_Education_Classes_in_Middle_and
_High_School_and_an_Efficient_Operation_Plan_to_Address_Them

There are many challenges to teaching online, such as: complex technology; less content to cover; time
consumption related to more open-ended schedules; difficult interactions and less direct contact with
teacher candidates; juggling multiple things at the same time; difficulties in motivating teacher
candidates; and overwhelming stress. In PETE planning and delivery, there exists an interwoven
relationship between space (e.g., requirement for and use of large activity space), equipment
(exploration and use of a variety of equipment), and student engagement in physical movement and
movement explorations in groups—all of which serve to make PE teaching and learning more accessible
and meaningful. Here, we address unexplored yet anticipated major challenges particular to online PETE
in the COVID-19 era: (Chunlei Lu,* Joe Barrett, Olivia Lu2020)
https://files.eric.ed.gov/fulltext/EJ1267187.pdf

Several studies on the challenges of teaching in this COVID-19 pandemic have been conducted, one of
which is the study conducted by Atmojo and Nugroho (2020), which stated that many use different
online platforms, but a lot of problems arise between teachers and students due to a lack of preparation
and planning. The study by Escobar & Morrison (2020) stipulated that the lack of experience in virtual
education, lack of preparation, and expertise from both the school teachers and the university have also
directly contributed to making this experience more challenging and frustrating. According to Pokhrel
and Chhetri (2021), stated that the available pedagogy is not feasible for online learning. However, a
variety of pedagogical approaches for online and distance learning have been developed, educators who
are computer illiterate requires appropriate opportunities for career development to familiarize oneself
toward to their students. Despite the many studies on challenges using online learning as a modality in
this time of the pandemic, there is no study on physical education about the challenges encountered by
physical educators in online teaching. As a result, I am interested in conducting the study at Surigao del
State University, Tandag Campus, because no study has been conducted on the challenges faced by PE
teachers in the online learning modality. As a result, this research was conceptualized. The results of the
research were very significant for this will serve as the basis for crafting an intervention plan that focus
on formulating policies and strategies to hurdle the challenges encountered by the physical education
teachers in teaching Physical Education subjects in the new normal education. In view of the COVID-19
pandemic, the online learning modality serves as a classroom for students who are in their respective
homes as well as the teachers who are also working at home. This research investigated the challenges
encountered by teachers in teaching physical education with the sudden shift to online modality in times
of COVID-19 pandemic Therefore, questions guided to the present inquiry are: (1) What are the
challenges that Physical Education teachers face when teaching online in the midst of the COVID-19
pandemic? (2) Based on the study's findings, what intervention plan can be implemented to address the
challenges that Physical Education teachers face when teaching online in the midst of the COVID19
pandemic? (Ma. Shella R. Millan)
file:///C:/Users/Julie%20Mae/Downloads/1001011520223248%20(2).pdf
School physical education represents the largest youth PA intervention worldwide, given that physical
education is a compulsory subject in many school curricula. Although usual in-person physical education
programming is not without challenges (Hardman, 2008), school closures due to COVID-19 created a new
host of obstacles. As preschool through 12th grade (P-12) physical education shifted to virtual learning
platforms (Webster et al., 2021), physical education teachers and administrators were swiftly required to
deliver robust virtual programs without adequate training and provision of appropriate teaching and
learning resources. Online learning is, by its own nature, inequitable for school-aged youth, due in part to
unequal access to technology, consistent high speed internet, adult supervision and support, sports
equipment, and physical space to participate in online physical education (Daum, 2020). Additional
inequities are presented for youth with disabilities who are particularly dependent on school physical
education for PA engagement, and face barriers to being physically active in home environments
(Esentürk, 2020).

If designed appropriately, online physical education may have the potential to reduce health disparities
related to inequitable opportunities for PA engagement (Draper et al., 2021). The perspectives of physical
education teachers are paramount to the design of online physical education resources that optimally
supplement and support quality in-person programming, taking into consideration the diverse learning
and PA needs of students. In light of pervasive inequities in youth PA, this study applied a diversity,
equity and inclusion framework (Dashper and Fletcher, 2013). The aim of the current study was to
examine US P-12 physical education teachers' perceived significance of different design features for an
online teaching tool to promote PA equity during school closures. This study was developed as an
exploratory pilot investigation to inform next steps toward the development of such a tool for professional
practice and applied research in the area of equitable online physical education. (Emily M.
D'Agostino1,2*, Mark Urtel3, Collin A. Webster4, Jaimie McMullen5 and ,Brian Culp)
https://www.frontiersin.org/articles/10.3389/fspor.2021.716566/full

https://www.frontiersin.org/articles/10.3389/feduc.2021.583952/full