Physical education teachers' experiences regarding online physical education lessons for children with autism spectrum disorder

Yilmaz S. H., Yarimkaya E., İLHAN E. L.

INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES, cilt.70, sa.4, ss.615-624, 2024 (SSCI) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 70 Sayı: 4
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/20473869.2022.2123198
  • Dergi Adı: INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, CINAHL, EMBASE, ERIC (Education Resources Information Center), Psycinfo
  • Sayfa Sayıları: ss.615-624
  • Anahtar Kelimeler: COVID-19, disability, remote education, physical education teachers, COVID-19
  • Gazi Üniversitesi Adresli: Evet

Özet

Background: The purpose of this qualitative study was to investigate the experiences of physical education (PE) teachers regarding online PE lessons for children with ASD during the COVID-19 pandemic. Method: Participants in this study were 16 PE teachers who took part in one-on-one semi-structured phone interviews. Interview data were analyzed using Braun and Clarke's recipe for thematic analysis. Result: Four overarching themes were found: (1) we were unprepared for online lessons, (2) challenges of online lessons, (3) parental support, and (4) solution offers. Conclusion: The results revealed that PE teachers were unprepared for the sudden transition to online lessons due to the COVID-19 pandemic. PE teachers started the online teaching with parent support despite the challenges, but they were not satisfied with the online PE model.