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The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity
The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschoolin...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7873937/ https://www.ncbi.nlm.nih.gov/pubmed/33585811 http://dx.doi.org/10.3389/fspor.2020.589227 |
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author | Roe, Astrid Blikstad-Balas, Marte Dalland, Cecilie Pedersen |
author_facet | Roe, Astrid Blikstad-Balas, Marte Dalland, Cecilie Pedersen |
author_sort | Roe, Astrid |
collection | PubMed |
description | The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschooling have affected the physical activity of Norwegian students in Grades 1–10. All Norwegian students are supposed to have at least 60 min of physical activity every day in school. We draw on data from two surveys, one with parents (N = 4,624) and the other with teachers (N = 726), to provide an indication of the daily physical activity students engaged in during the period of homeschooling. An important finding from the teacher survey is that the degree to which schools prioritized physical education among the school subjects varied greatly between schools and teachers. Key findings from the parent survey were that reported time spent on physical activity increased with the age of the students, that many parents expressed concerns about increased sedentary behavior, and that the most active students were those who showed the greatest engagement and effort in schoolwork in general. Our findings raise the questions of whether students were given too much responsibility for their own physical activity during this period and whether teachers should provide their students with more digital workout sessions and instructional videos. |
format | Online Article Text |
id | pubmed-7873937 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-78739372021-02-11 The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity Roe, Astrid Blikstad-Balas, Marte Dalland, Cecilie Pedersen Front Sports Act Living Sports and Active Living The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschooling have affected the physical activity of Norwegian students in Grades 1–10. All Norwegian students are supposed to have at least 60 min of physical activity every day in school. We draw on data from two surveys, one with parents (N = 4,624) and the other with teachers (N = 726), to provide an indication of the daily physical activity students engaged in during the period of homeschooling. An important finding from the teacher survey is that the degree to which schools prioritized physical education among the school subjects varied greatly between schools and teachers. Key findings from the parent survey were that reported time spent on physical activity increased with the age of the students, that many parents expressed concerns about increased sedentary behavior, and that the most active students were those who showed the greatest engagement and effort in schoolwork in general. Our findings raise the questions of whether students were given too much responsibility for their own physical activity during this period and whether teachers should provide their students with more digital workout sessions and instructional videos. Frontiers Media S.A. 2021-01-26 /pmc/articles/PMC7873937/ /pubmed/33585811 http://dx.doi.org/10.3389/fspor.2020.589227 Text en Copyright © 2021 Roe, Blikstad-Balas and Dalland. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Sports and Active Living Roe, Astrid Blikstad-Balas, Marte Dalland, Cecilie Pedersen The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity |
title | The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity |
title_full | The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity |
title_fullStr | The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity |
title_full_unstemmed | The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity |
title_short | The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity |
title_sort | impact of covid-19 and homeschooling on students' engagement with physical activity |
topic | Sports and Active Living |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7873937/ https://www.ncbi.nlm.nih.gov/pubmed/33585811 http://dx.doi.org/10.3389/fspor.2020.589227 |
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