Physical education curriculum implementation using hyflex learning modality in the new normal
DOI:
https://doi.org/10.32674/jtave768Keywords:
physical education, new normal, hyflex learning modality, distance learningAbstract
SDG 2030 Goal No. 3 highlights the importance of good health and well-being. The promotion of this goal cannot be fully realized in basic education without paying attention to physical education. The purpose of this study is to explore the implementation of the physical education curriculum using the hyflex learning modality. This study utilized a qualitative research method using a case study analysis employing focus group interviews. Purposive sampling was used to identify the participants in the study. Hyflex served as a practical modality for teachers to become efficient in responding to the context of the school. There were several opportunities observed such as accessibility and flexibility of class sessions and familiarity on the use of technology. However, challenges were also observed in technological resources, assessment and monitoring of online distance learners (ODLs), and equity and equality in learning needs. The hyflex learning modality is a practical guide for curriculum innovations in physical education and a practical modality in times of disasters or pandemic.
Downloads
References
Aguinaldo, J. C. (2021). Challenges encountered by physical education teachers in online
learning.De La Salle University, Manila. https://www.dlsu.edu.ph/wp-content/uploads/pdf/
conferences/research-congress-proceedings/2021/LLI-13.pdf
Aldiab, A., Chowdhury, H., Kootsookos, A., Alam, F., & Allhibi, H. (2019). Utilization of
Learning Management Systems (LMSs) in higher education system: A case review for
Saudi Arabia. Energy Procedia, 160, 731–737.
https://doi.org/10.1016/j.egypro.2019.02.186
Al-Eyd, G., Achike, F., Agarwal, M. et al. (2018). Curriculum mapping as a tool to facilitate
curriculum development: a new School of Medicine experience. BMC Med Educ 18, 185
https://doi.org/10.1186/s12909-018-1289-9
Bahinting, M. A. P., Melca P. Ardiente, Jenevic E. Endona, Herapat, M. A. A., Lambo, D. C.,
Hanalyn Joy A. Librea, Librando, M. C. Y., Libron, J. B. B., Petaluna, M. J., Gracelyn C.
Ygot, Jingoy D. Taneo, Cabello, C. A., & Minyamin, A. V. (2022). Stronger than the
Internet Connectivity: A Phenomenology. https://doi.org/10.5281/ZENODO.6791820
Belleza, S., Lompoc, R., Vestil, C. (2021). Challenges of PE teachers to educational technologies
in the new normal: The changing role of teachers. International Journal of Research
Publications. http://dx.doi.org/10.47119/IJRP1008611020212320
Binnewies, S., & Wang, Z. (2019). Challenges of Student Equity and Engagement in a HyFlex
Course. In C. N. Allan, C. Campbell, & J. Crough (Eds.), Blended Learning Designs in
STEM Higher Education (pp. 209–230). Springer Singapore.
https://doi.org/10.1007/978-981-13-6982-7_12
Blain, D., Standage, M., & Curran, T. (2022). Physical education in a post-COVID world: A
blended-gamified approach. European Physical Education Review, 28(3), 757–776.
https://doi.org/10.1177/1356336X221080372
Bustillo, E., & Aguilos, M. (2022). The challenges of modular learning in the wake of
COVID-19: A digital divide in the Philippine countryside revealed. Education Sciences.
https://doi.org/10.3390/educsci12070449
Carstens, K., Mallon, J., Bataineh, M., & Al-Bataineh, A. (2021). Effects of technology on
student learning. The Turkish Online Journal of Educational Technology.
https://files.eric.ed.gov/fulltext/EJ1290791.pdf
Casey, A., & MacPhail, A. (2017). Adopting a models based-approach to teaching physical
Education. Physical Education and Sport Pedagogy, 294-310.
https://doi.org/10.1080/17408989.2018.1429588
Cordie, L. A., Brecke, T., Lin, X., & Wooten, M. C. (2020). Co-Teaching in Higher Education:
Mentoring as Faculty Development. International Journal of Teaching and Learning in
Higher Education vol. 32(1), pp. 159-158. https://files.eric.ed.gov/fulltext/EJ1259487.pdf
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring
academic integrity in the era of ChatGPT. Innovations in Education and Teaching
International, 0(0), 1–12. https://doi.org/10.1080/14703297.2023.2190148
Creswell, J.W. & Creswell, J.D. (2018). Research design: Qualitative, quantitative, and mixed
methods approaches. Fifth Edition. SAGE Publications, Inc.
Detyna, M., Sanchez-Pizani, R., Giampietro, V., Dommett, E., & Dyer, K. (2022). Hybrid
flexibility (hyflex) teaching and learning: climbing the mountain of implementation
challenges for synchronous online and face-to-face seminars during a pandemic. Learning
Environments Research. https://doi.org/10.1007/s10984-022-09408-y
Erkan, A. (2019). Impact of Using Technology on Teacher-Student Communication/Interaction:
Improve Students Learning. World Journal of Education, 9(4), 30.
https://doi.org/10.5430/wje.v9n4p30
FAQs on Protection from COVID-18 After Vaccination: How to Protect Yourself and Your
Family (2021). Department of Health. https://doh.gov.ph/node/
Filiz, B., & Konukman, F. (2020). Teaching strategies for physical education during the
COVID-19 pandemic. Journal of Physical Education, Recreation & Dance.
https://doi.org/10.1080/07303084.2020.1816099
Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and remote learning:
Experiences of parents with children during the pandemic. American Journal of
Qualitative Research, 4(3), 45–65. https://doi.org/10.29333/ajqr/8471
Gonzales, M., Sabino, L., Valdez, M., & Guerra, P. (2018). Input to curriculum innovation of
physical education in one academic institution. Journal of Education and Technology
Management. https://research.lpubatangas.edu.ph/wp-content/uploads/2019/08/
JETM-Vol1-006.pdf
Gumbo, S., Magonde, S., & Nhamo, E. (2017). Teaching strategies employed by physical
education teachers in Gokwe North Primary Schools. International Journal of Sport,
Exercise and Health Research.
http://www.sportscienceresearch.com/IJSEHR_201712_03.pdf
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital
technologies in education: A review. Sustainable Operations and Computers, 3, 275–285.
https://doi.org/10.1016/j.susoc.2022.05.004
Han, J., Yang, Y., Li, Y., & Ren, B. (2022). Students’ Responses to a HyFlex Course: A Case
Study in the Educational Technology Setting. Proceedings of the 5th International
Conference on Big Data and Education, 69–75. https://doi.org/10.1145/3524383.3524394
Ibañez, W. (2022). Teaching in the new normal: Voices of physical education teachers.
Multicultural Education. http://ijdri.com/me/wp-content/uploads/2022/05/15.pdf
Ignatian pedagogy: A practical approach (2013). Jesuit Institute.
https://jesuitinstitute.org/Resources/Ignatian%20Pedagogy%20(JI%20Edition%2013).pdf
Jenkinson, K., & Benson, A. (2010). Barriers to providing physical education and physical
activity in Victorian State secondary schools. Australian Journal of Teacher Education.
https://files.eric.ed.gov/fulltext/EJ910415.pdf
K to 12 Curriculum Guide Physical Education (2016). Department of Education.
https://www.deped.gov.ph/wp-content/uploads/2019/01/PE-CG.pdf
Kohnke, L., & Moorhouse, B. (2021). Adopting hyflex in higher education in response to
COVID-19: students’ perspectives. Open Learning: The Journal of Open, Distance and
e-Learning. https://doi.org/10.1080/02680513.2021.1906641
Kostorz, K., Zwierzchowska, A., & Ziemba, M. (2022). Effects of the COVID-19 pandemic on
the perception of inclusion in school education and physical activity among Polish
students. Educational Psychology. https://doi.org/10.3389/fpsyg.2022.880791
Krouska, A., Troussas, C., & Virvou, M. (2017). Comparing LMS and CMS platforms
supporting social e-learning in higher education. 2017 8th International Conference on
Information, Intelligence, Systems & Applications (IISA), 1–6.
https://doi.org/10.1109/IISA.2017.8316408
Lightner, C. A., & Lightner-Laws, C. A. (2016). A blended model: Simultaneously teaching a
quantitative course traditionally, online, and remotely. Interactive Learning
Environments, 24(1), 224–238. https://doi.org/10.1080/10494820.2013.841262
Lohmann, M. J., Randolph, K. M., & Oh, J. H. (2021). Classroom Management Strategies for
Hyflex Instruction: Setting Students Up for Success in the Hybrid Environment. Early
Childhood Education Journal, 49(5), 807–814.
https://doi.org/10.1007/s10643-021-01201-5
Manalo, F. K., Reyes, V., & Bundalian, A. M. (2022). Challenges and Opportunities in Online
Distance Learning Modality in One Public Secondary School in the Philippines.
International Multidisciplinary Research Journal, 4(1), 89–99.
https://doi.org/10.54476/iimrj12
Mentzer, N. J., Isabell, T. M., & Mohandas, L. (2023). The impact of interactive synchronous
HyFlex model on student academic performance in a large active learning introductory
college design course. Journal of Computing in Higher Education, 1–28.
https://doi.org/10.1007/s12528-023-09369-y
Monte, R., & Bean, A. (2021). The impact of COVID-19 on physical education:
Mobility-restrictive measures on the remote learning setup. International Journal of Asian
Social Science. https://archive.aessweb.com/index.php/5007/article/view/4330/6694
Navarro, A. (2022). School infrastructure in the Philippines: Where are we now and where
should we be heading? Philippine Institute for Development Studies.
https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps2210.pdf
Overview: Hybrid Learning Models (2021). National Education Association.
https://www.nea.org/professional-excellence/student-engagement/tools-tips/
overview-hybrid-learning-models
Philippines’s Mobile and Broadband Internet Speeds. (2023). Speedtest Global Index. Retrieved
May 25, 2023, from https://www.speedtest.net/global-index/philippines
School Calendar and Activities for the School Year 2022-2023 (2022). Department of Education.
https://www.deped.gov.ph/wp-content/uploads/2022/07/DO_s2022_034.pdf
Siemens, G. (2004). A learning theory for the digital age. https://pressbooks.pub/lidtfoundations/
chapter/connectivism-a-learning-theory-for-the-digital-age
Silva, A., Silva, C., Tinoco, R., Araujo, A., Venancio, L. Neto, L., Freire, E., & Conceicao, W.
(2021). Dilemas, challenges and strategies of physical education teachers-researchers to
combat COVID-19 (SARS-CoV-2) in Brazil. Teacher Education.
https://doi.org/10.3389/feduc.2021.583952
Sleeman, J., Lang, C., & Dakich, E. (2020). Social media, learning and connections for
international students: The disconnect between what students use and the tools learning
management systems offer. Australasian Journal of Education Technology. Article 4.
https://doi.org/10.14742/ajet.4384
Sortwell, A., Ramirez-Campillo, R., Knijnik, J., Forte, P., Marinho, D., Ferraz, R., & Trimble, K.
(2022). Commentary: Face masks in physical education classes during the COVID-19
delta variant wave: a call for awareness. German Journal of Exercise and Sport Research.
https://doi.org/10.1007/s12662-021-00785-9
Sweigart, C. A., & Landrum, T.J. (2015). The impact of number of adults on instruction.
Implications for co-teaching. Preventing School Failure, 59(1), 22-29.
https://doi.org/10.1080/1045988X.2014.919139
The Schools Physical Education and Sports Development Act of 1969 (1969). Supreme Court
E-Library. https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/7676
Tomczyk, Ł. (2020). Skills in the area of digital safety as a key component of digital literacy
among teachers. Education and Information Technologies, 25(1), 471–486.
https://doi.org/10.1007/s10639-019-09980-6
WHO Guidelines on Physical Activity and Sedentary Behavior (2020). World Health
Organization. https://apps.who.int/iris/bitstream/handle/10665/336656/
-eng.pdf
Wiggins, G., & McTighe, G. (1998). Understanding by Design. Association for Supervision and
Curriculum Development, Alexandria, VA.
Additional Files
Published
Issue
Section
License
Copyright (c) 2024 Leah Mata, Arlyne Marasigan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
