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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/53585
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DC FieldValueLanguage
dc.contributor.authorCruickshank, Vaughanen
dc.contributor.authorPill, Shaneen
dc.contributor.authorMainsbridge, Caseyen
dc.date.accessioned2022-11-04T01:09:59Z-
dc.date.available2022-11-04T01:09:59Z-
dc.date.issued2022-11-
dc.identifier.citationEuropean Physical Education Review, 28(4), p. 837-851en
dc.identifier.issn1741-2749en
dc.identifier.issn1356-336Xen
dc.identifier.urihttps://hdl.handle.net/1959.11/53585-
dc.description.abstractThis study examined secondary (high) school teachers' experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE. Semi-structured interviews occurred with eight high school HPE specialist teachers, providing qualitative data for analysis. The analysis of teachers' experiences indicated that in most cases HPE did not happen; rather, physical activity provision was initiated, or HPE was marginalised to a movement break between subjects with perceived higher status and priority. Additionally, teachers found that providing HPE online was challenging, and struggled to connect with, engage and provide equitable opportunities for their students online. The results showed that the move to online provision of HPE resulted in diminished educative purpose.en
dc.languageenen
dc.publisherSage Publications Ltden
dc.relation.ispartofEuropean Physical Education Reviewen
dc.titleThe curriculum took a back seat to huff and puff: Teaching high school health and physical education during Covid-19en
dc.typeJournal Articleen
dc.identifier.doi10.1177/1356336X221086366en
local.contributor.firstnameVaughanen
local.contributor.firstnameShaneen
local.contributor.firstnameCaseyen
local.profile.schoolSchool of Educationen
local.profile.emailcmainsbr@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited Kingdomen
local.format.startpage837en
local.format.endpage851en
local.peerreviewedYesen
local.identifier.volume28en
local.identifier.issue4en
local.title.subtitleTeaching high school health and physical education during Covid-19en
local.contributor.lastnameCruickshanken
local.contributor.lastnamePillen
local.contributor.lastnameMainsbridgeen
dc.identifier.staffune-id:cmainsbren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/53585en
local.date.onlineversion2022-03-16-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleThe curriculum took a back seat to huff and puffen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorCruickshank, Vaughanen
local.search.authorPill, Shaneen
local.search.authorMainsbridge, Caseyen
local.uneassociationNoen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.available2022en
local.year.published2022en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/0a9ed70a-2a64-4f5b-83f5-78119d26271fen
local.subject.for2020390111 Physical education and development curriculum and pedagogyen
local.subject.for2020390306 Secondary educationen
local.subject.for2020460804 Computing educationen
local.subject.seo2020160302 Pedagogyen
local.subject.seo2020160301 Assessment, development and evaluation of curriculumen
local.subject.seo2020160105 Secondary educationen
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School of Education
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