A Forced Shift: Effects and Outcomes of Online Higher Education Physical Activity Courses

ABSTRACT

Higher education institutions often provide physical education activity courses designed to meet learning outcomes associated with physical activity. However, these activity courses were shifted online during the COVID-19 pandemic. This study investigated the impact of an online learning environment on educational outcomes of physical activity courses. Final reflection assignments from a variety of 7-week activity courses were analyzed. Students reflected on the execution of a personal fitness plan, goals, goal progress, barriers, and personal impact on purposeful physical activity. Qualitative document analysis was used to determine themes and to identify patterns. Four major categories emerged across the reflections: physical activity plan, motivation, barriers, and future plans. Students discussed creating and modifying individual physical activity plans. Motivating factors for physical activity were both internal and external, including class accountability and available time and locations to be active. A variety of barriers were identified, including illness and injury and psychosocial factors. Finally, students indicated a desire to continue to be active beyond the class environment. Overall, our results suggest students still met learning outcomes even in online learning environments. In fact, students were able to retain the well-being benefits typically associated with physical activity. Additionally, these courses provided a sense of accountability and students felt the instructors played a key role in their overall enjoyment.

KEYWORDS:

• Higher education physical activity program
• physical education
• physical activity
• well-being

Acknowledgments

We would like to thank Edgar Peck for his help in navigating the learning management system for the HEPAP courses.

Disclosure statement

No potential conflict of interest was reported by the author(s).