Author(s): Akhila PV and Dr. R Ram Mohan Singh

Abstract:
The COVID-19 pandemic has significantly transformed the global educational landscape (2). One year after the outbreak, blended learning—an approach that combines distance and face-to-face instruction-emerged as a viable alternative to fully online learning, aimed at balancing the need to protect students' health with the continuation of their education (5,9,11). The transition to hybrid learning environments during the COVID-19 pandemic has necessitated significant physical education (PE) curricula adaptations (14, 15). This study explores how 33 PE teachers from government, aided, and unaided schools in Trivandrum, Kerala, India have modified their teaching strategies to accommodate online and in-person formats. Key adaptations include integrating live online sessions with pre-recorded videos, focusing on exercises with minimal equipment that is suitable for diverse environments, and leveraging digital platforms for instructional delivery (13). Despite these innovations, teachers face challenges such as student distractions at home, equipment limitations, technological issues, and maintaining motivation (1). Technology has played a crucial role, with tools like Zoom and Google Classroom facilitating remote instruction, access to materials, and assessment. This study provides insights into effective strategies and obstacles in hybrid PE teaching, offering a framework for improving engagement and accessibility in future educational contexts, especially during a pandemic-like recent lockdown (8).

Pages: 373-379  |  239 Views  153 Downloads

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