Background/Purpose:
K-12 online physical education (OLPE) is as an educational opportunity in at least 22 states in the US (NASPE, 2006; 2010). The purpose of this study was to examine physical education teacher educators' attitudes toward and understanding of K-12 OLPE.
Method:
Data were collected utilizing semi-structured open-ended interviews. Participants (N=25) were current physical education teacher education (PETE) faculty members at universities granting a bachelor's degree in physical education certification. Participants were randomly selected using a stratified sampling technique based on the Carnegie classification of their institutions.
Analysis/Results:
Data were analyzed using the constant comparative method as well as inductive and deductive analysis. Deductive analysis was viewed through the lens of the Social Cognitive Theory (Bandura, 1986). Results indicated that PETE faculty generally not cognizant of K-12 OLPE. Participants believed that NASPE (2004) National Physical Education Standards could be met online, except for Standard 1, which relates to motor skill competency. Participants were almost unanimous in their belief that OLPE should not be available to elementary-aged children, but is a viable option at the high school level. Results indicated that training pre-service teachers to use online resources in K-12 physical education should emanate from the PETE faculty; however, participants did not believe that they held the requisite knowledge of appropriate practices of OLPE.
Conclusions:
There are challenges with the integration of OLPE such as accountability and teaching motor skills, however, as a profession, physical education is behind, as other fields that have been researching the impact of online education for a decade or more.
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