Experiences of college students with physical impairment during online classes in physical education

https://doi.org/10.25299/es:ijope.2023.vol4(1).10789

Authors

  • Jan Carhley Cruz Department of Physical Education, Institute of Education, Arts and Sciences, City College of Angeles, Angeles City, Philippines
  • Jayvey Cruz Department of Physical Education, Institute of Education, Arts and Sciences, City College of Angeles, Angeles City, Philippines
  • Jerizza Abella Department of Physical Education, Institute of Education, Arts and Sciences, City College of Angeles, Angeles City, Philippines
  • Wilrenz Castro Department of Physical Education, Institute of Education, Arts and Sciences, City College of Angeles, Angeles City, Philippines
  • Joseph Lobo Department of Physical Education, Institute of Education, Arts and Sciences, City College of Angeles, Angeles City, Philippines
  • Michael Louie Celis Department of Physical Education, Institute of Education, Arts and Sciences, City College of Angeles, Angeles City, Philippines
  • Bryan Dale Bernardo Department of Physical Education, Institute of Education, Arts and Sciences, City College of Angeles, Angeles City, Philippines

Keywords:

Experiences, college students, online class, physical education, physically-impaired

Abstract

Due to the rampant spread of COVID-19, schools have shut down worldwide, resulting in dramatic changes in education. Physically impaired students are one of the groups that were highly affected by these drastic changes. On a positive note, according to previously conducted studies, online physical education can provide students with disabilities a context in which self-efficacy and participation are promoted, which may lead to improved academic achievement. This qualitative-exploratory study is focused on unraveling the experiences and challenges of students with physical impairments during online PE classes amidst the pandemic. Ten (10) samples of college students within Pampanga, Philippines, participated in the study. This study has analyzed in-depth college students’ concepts, thoughts, and experiences during their online PE. Narratives from the participants were analyzed using manual qualitative analysis through transcriptions, coding, categorization, and thematic analyses. Based on the findings, three central themes have emerged: (a) becoming better, fitter, healthier, and happier; (b) overcoming challenges; and (c) having a healthy mind in a healthy body. Indeed, there is a need to ameliorate the delivery of acclimated or special needs physical education by making teachers more involved and dynamic in their tasks and lessons. PE teachers supervising students with physical impairments should determine their capacities and measures that need enforcement to support participation in sports and fitness. Aside from the findings discovered, an in-depth analysis of how academic performance, personality types, parental support, or sports participation can affect students’ perception or experience in online physical education classes is highly suggested.

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Published

2022-12-20

How to Cite

Cruz, J. C., Cruz, J., Abella, J., Castro, W., Lobo, J., Celis, M. L., & Bernardo, B. D. (2022). Experiences of college students with physical impairment during online classes in physical education. Edu Sportivo: Indonesian Journal of Physical Education , 4(1), 15–28. https://doi.org/10.25299/es:ijope.2023.vol4(1).10789

Issue

Vol. 4 No. 1 (2023): Edu Sportivo: Indonesian Journal of Physical Education

Section

RESEARCH ARTICLES
Copyright & Licensing

This is an open-access article distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License which permits unrestricted use, distribution, and reproduction in any medium. Users are allowed to read, download, copy, distribute, search, or link to full-text articles in this journal without asking by giving appropriate credit, provide a link to the license, and indicate if changes were made. All of the remix, transform, or build upon the material must distribute the contributions under the same license as the original. 

Received 2022-10-26
Accepted 2022-11-19
Published 2022-12-20

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