Journal article
Addressing Literature Gaps in Online Learning and Adapted Physical Education: A Scoping Review
Kinesiology review (Champaign, Ill.), Vol.11(2), pp.191-196
05/01/2022
DOI: 10.1123/kr.2021-0030
Abstract
The coronavirus pandemic required teachers to abruptly turn to online settings to deliver instruction. Unfortunately, evidence-based guidance for online instruction in the field of physical education is lacking, specifically for students with disabilities. Therefore, this scoping review sought to identify peer-reviewed literature addressing online learning in K–12 adapted physical education settings. The Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist was used to guide this scoping review. A database search was conducted for relevant articles, and a data charting process was completed to identify articles meeting inclusion criteria. Five articles were determined to be within the scope of this review (one research article and four commentary articles). This scoping review highlighted a lack of literature pertaining to online learning in K–12 adapted physical education. Considering the likelihood of online learning becoming increasingly relevant, more concerted efforts are needed to investigate trends in these settings to determine best practices and how students with disabilities experience adapted physical education within an online setting.
Details
- Title: Subtitle
- Addressing Literature Gaps in Online Learning and Adapted Physical Education: A Scoping Review
- Creators
- Scott W.T. McNamara - University of New HampshireMelissa Bittner - California State University, Long BeachHeather Katz - University of Wisconsin–MadisonKelly Hangauer - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Kinesiology review (Champaign, Ill.), Vol.11(2), pp.191-196
- DOI
- 10.1123/kr.2021-0030
- ISSN
- 2163-0453
- eISSN
- 2161-6035
- Language
- English
- Date published
- 05/01/2022
- Academic Unit
- Humanities and Social Sciences/Scholarly Impact; University College Courses
- Record Identifier
- 9984274646402771
Metrics
6 Record Views