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Existing research offers limited study and lacks direct discussion of the most pressing challenges and practical solutions for teaching PETE online in this period.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does teaching PETE online create special difficulties?","Question",{"text":63,"@type":64},"PETE depends on physical movement and movement exploration, which are rooted in embodied, physical experiences that are hard to replicate in a largely digital environment.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What major challenges are anticipated for PETE instructors teaching online?",{"text":68,"@type":64},"The document highlights difficulties in helping candidates conceptualize and practise movement ideas, navigating the theory-practice gap in a two-dimensional setting, and explaining or demonstrating instructional models and strategies in online formats.",{"name":70,"@type":61,"acceptedAnswer":71},"What solutions are suggested for teaching PETE online?",{"text":72,"@type":64},"The solutions include using curated videos to model purposeful teaching, using technology such as visual tools (e.g., whiteboards) to support identification and deconstruction of skills and tactics, and 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journal of educational research and practice 2020 Vol. 29 (2) 13-17  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nChunlei Lu,* Joe Barrett, Olivia Lu Brock University  \nAbstract  \nThe COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-toface to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.  \nKeywords: physical education teacher education (PETE), online, challenges, solutions  \n* [lu@brocku.ca](lu@brocku.ca)  \nThe COVID-19 pandemic has presented unprecedented challenges for teacher education around the world. In particular, physical education teacher education (PETE) may well suffer the most in the transition from the well-established face-to-face (f2f) instruction and environments to virtual (online) ones. It could be said that few other areas of teacher education contain such a deep contradiction, because PE teaching and learning are rooted in physical movement and movement exploration—focal elements that are particularly difficult to replicate digitally. Although technology recently has been identified as a key concept in PETE, it has been suggested that PETE programs have been slow to respond to the emergent technology revolution (Konukman, 2015) . There are only a few studies related to teaching PETE online (e.g. , Emmanouilidou et al. , 2012; Sato & Haegele, 2019; Sato et al. , 2017), but none of them address the profound challenges or propose solutions to teaching PETE online that we so desperately need in this COVID-19 era. Thus, the present study discusses specific challenges and solutions for online PETE.  \nChallenges to Teaching PETE Online  \nThere are many challenges to teaching online, such as: complex technology; less content to cover; time consumption related to more open-ended schedules; difficult interactions and less direct contact with teacher candidates; juggling multiple things at the same time; difficulties in motivating teacher candidates; and overwhelming stress. In PETE planning and delivery, there exists an interwoven relationship between space (e.g. , requirement for and use of large activity space), equipment (exploration and use of a variety of equipment) , and student engagement in physical movement and movement explorations in groups—all of which serve to make PE teaching and learning more accessible and meaningful. Here, we address unexplored yet anticipated major challenges particular to online PETE in the COVID-19 era:  \n1. We anticipate PETE instructors may have difficulties helping teacher candidates pedagogically conceptualize, create, and practise movement concepts, skills, and strategies utilized across a variety of physical activities (e.g. , games, alternative environment activities) . Our concern is that the less connected f2f environment makes it more difficult for PETE instructors to help teacher candidates explore and deconstruct their own personal experiences in PE—ones often rooted in traditional and less accessible understandings of what PE teaching and learning should look and feel like.  \n2. It will be difficult to help PETE teacher candidates navigate the relationship between theory and practice in a largely two-dimensional learning environment. The f2f setting offers three-dimensional views and experiences—embodied experiences for teacher candidates to explore the use of space, movement, and equipment in PE teaching and learning. PETE teacher candidates who are not PE majors or minors (e.g. , generalists) may be left to navigate the disconnect betwee","cbCaigbFdkfvvRFr","https://ap.wps.com/l/cbCaigbFdkfvvRFr","pdf",247835,"English","# Abstract\n# Challenges to Teaching PETE Online\n## Challenges anticipated for instructors\n## Navigating theory and practice online\n## Explaining and adapting instructional models\n# Solutions\n## Curated videos for purposeful teaching\n## Using technology for visual aids\n## Culturally relevant analogies and mental imagery","[{\"question\":\"Why does teaching PETE online create special difficulties?\",\"answer\":\"PETE depends on physical movement and movement exploration, which are rooted in embodied, physical experiences that are hard to replicate in a largely digital environment.\"},{\"question\":\"What major challenges are anticipated for PETE instructors teaching online?\",\"answer\":\"The document highlights difficulties in helping candidates conceptualize and practise movement ideas, navigating the theory-practice gap in a two-dimensional setting, and explaining or demonstrating instructional models and strategies in online formats.\"},{\"question\":\"What solutions are suggested for teaching PETE online?\",\"answer\":\"The solutions include using curated videos to model purposeful teaching, using technology such as visual tools (e.g., whiteboards) to support identification and deconstruction of skills and tactics, and applying culturally relevant analogies and mental imagery in instruction.\"}]","Teaching Physical Education Teacher Education (PETE) Online - Challenges and Solutions | PDF",1792080165,13]