From Classroom to Screen: Digital Transformation of Physical Education Through the Lens of Traditional, Blended and Mobile Learning
TL;DR
The findings emphasize the need to integrate digital pedagogy and inclusive practices into teacher training, as well as to ensure that curricula are aligned with national standards and ethical frameworks for data use.
Abstract
In response to the challenges of digital transformation in education, a study was conducted to develop and evaluate criteria for digitally–based physical education (PE) courses. The bibliometric analysis revealed three thematic clusters in the field of e–learning in PE: Cluster 1 («Technology») reflects the transition to e-learning and blended learning formats. Cluster 2 («Pedagogy») emphasizes the human dimension of PE in a digital context and inclusiveness. Cluster 3 («Human interaction») focuses on the intersection of digital learning methodology and learner well–being. Based on the bibliographic analysis of the sources corresponding to the clusters, a criterion framework for comparing PE learning formats was developed. To evaluate the feasibility of these criteria, a confidential survey was conducted of 36 physical education and sports professionals who met the inclusion criteria, in particular, had experience in teaching PE in both traditional and mixed/distance formats. The factor analysis of the 19–item questionnaire identified four distinct components: «Feasibility of implementation» (logistical and resource issues), «Clarity and pedagogical design» (clarity of objectives and quality of materials), «Relevance and compliance» (compliance with standards and requirements of the educational institution), and «Engagement and Support» (student motivation and teacher support). The results show generally positive assessments of the criteria and confirm that technological, pedagogical, and engagement factors are key elements of the PE assessment framework. Inadequate professional development and lack of technical support can lead to ineffective or misunderstanding of the nature of teaching PE with technology. Teachers need to learn how to design e–learning–appropriate tasks and interpret digital feedback correctly. The findings emphasize the need to integrate digital pedagogy and inclusive practices into teacher training, as well as to ensure that curricula are aligned with national standards and ethical frameworks for data use.