Browsing by Author "Webster, Collin A."

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons
    (MDPI, 2022-11-17) Killian, Chad M.; Espinoza, Sarah M.; Webster, Collin A.; Long, Belden; Urtel, Mark; Mays Woods, Amelia; D’Agostino, Emily M.; Kinesiology, School of Health and Human Sciences
    Background: Physical activity (PA) is related to a variety of positive outcomes for youth and physical education (PE) represents a primary school-based environment where students can engage in moderate-to-vigorous physical activity (MVPA). Limitations exist in secondary schools with low socio-economic status, where MVPA engagement is generally below the recommended 50% of lesson time. Growing evidence suggests that using a flipped learning approach (FLA) may naturally enhance PE lessons as outlined by The Theory of Expanded, Extended, and Enhanced Opportunities for Youth Physical Activity Promotion. Purpose: The purpose of this study was to compare the impact of the FLA to traditional instruction on student MVPA, lesson context, and teacher involvement during middle school PE lessons. Methods: Participants were 56 male students from two 7th-grade classes from a low-SES, suburban school. This study employed the System for Observing Fitness Instruction Time (SOFIT). Data were examined through descriptive statistics. Linear regression models were used to predict SOFIT outcomes as a function of FLA versus traditional instruction. Results: Students in the FLA class spent significantly more class time in MVPA (p < 0.01). Regression models predicted participants in FLA classes would spend 55% more class time in MVPA (p < 0.01). After adjusting for covariates, models showed students in FLA classes would spend almost 18 more minutes in MVPA than students in traditional classes (p < 0.01). Discussion/Conclusion: The FLA may be a practical lesson enhancement strategy to increase student MVPA and improve PE opportunities for students in low SES schools when compared to the use of traditional instruction. The results of this study demonstrated positive potential of using FLA in PE but should be considered within the context of their limitations. Further examination of the FLA is warranted.
  • Thumbnail Image
    Item
    Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework
    (Human Kinetics, 2021-04) Webster, Collin A.; D’Agostino, Emily; Urtel, Mark; McMullen, Jaimie; Culp, Brian; Loiacono, Cate A. Egan; Killian, Chad; Kinesiology, School of Health and Human Sciences
    In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.
  • Thumbnail Image
    Item
    Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework
    (Human Kinetics, 2021) Webster, Collin A.; D'Agostino, Emily; Urtel, Mark; McMullen, Jaimie; Culp, Brian; Egan Loiacono, Cate A.; Killian, Chad; Kinesiology, School of Physical Education and Tourism Management
    In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.
  • Thumbnail Image
    Item
    Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework
    (Journal of Teaching in Physical Education, 2021) Webster, Collin A.; D'Agostino, Emily; Urtel, Mark G.; McMullen, Jaimie; Culp, Brian; Killian, Chad; Egan Loiacono, Cate A.
    In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.
  • Thumbnail Image
    Item
    Virtual Physical Education During COVID-19: Exploring Future Directions for Equitable Online Learning Tools
    (Frontiers, 2021-08) D'Agostino, Emily M.; Urtel, Mark; Webster, Collin A.; McMullen, Jaimie; Culp, Brian; Kinesiology, School of Health and Human Sciences
    Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and inclusion framework, this study explored physical education teachers' perceived significance of different design features for an online teaching tool to promote physical activity equity during school closures. Methods: Previous literature and focus groups informed the development of a survey administered in summer/fall 2020. Survey participants (n= 60) were physical education teachers from 400 randomly selected US preschool-12th grade schools drawing from a national database. Participants rated the significance of four design features in relation to five key attributes of an online supplement to in-person physical education programs. One-way ANOVAs were used to assess differences in teachers' ratings by demographic characteristics. Results: Between-group differences were found in teacher ratings of design features related to the usability, accessibility, equitability, and formal assessment capabilities of an online physical education tool. Differences were based on teacher gender, school level, and geographic location. Conclusions: Future research to promote physical activity equity among preschool-12th grade youth should examine tailored virtual physical education learning tools that address what teachers perceive to be the most significant design features to support equitable physical education among diverse student groups.