Physical education in a post-COVID world: A blended-gamified approach

Blain, Dylan Owen and Standage, Martyn and Curran, Thomas (2022) Physical education in a post-COVID world: A blended-gamified approach. European Physical Education Review, 28 (3). pp. 757-776. ISSN 1741-2749

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Abstract

How does the education sector recover following the disruption caused by the COVID-19 pandemic? Much enthusiasm exists to imagine how teaching practices can be enriched within the so-called ‘new normal.’ The physical and mental health benefits associated with school physical education have attracted considerable attention during the pandemic. Capitalizing on the raised awareness of the many positive contributions of school physical education, a pressing priority is to now reengage children with physical activity in a manner that promotes enjoyable experiences and adaptive engagement with movement. In this paper, we draw from self-determination theory, physical literacy theory and socioecological perspectives to present the case for blended-gamified approaches as a means of reimagining physical education in a post-pandemic world. To support all young people to lead healthy and active lifestyles, we propose the use of a systematic and evidence-based approach to programme development, evaluation and implementation. Such an approach will aid in establishing what works, when, for whom and in which context.

Item Type: Article
Additional Information: ** From Crossref journal articles via Jisc Publications Router ** History: epub 24-02-2022; issued 24-02-2022.
Uncontrolled Keywords: Orthopedics and Sports Medicine, Physical Therapy, Sports Therapy and Rehabilitation, Education
Subjects: L Education > L Education (General)
R Medicine > RA Public aspects of medicine > RA0421 Public health. Hygiene. Preventive Medicine
Divisions: Institutes and Academies > Institute of Management and Health
SWORD Depositor: JISC Publications Router
Depositing User: JISC Publications Router
Date Deposited: 07 Mar 2022 09:38
Last Modified: 18 Jul 2022 12:58
URI: https://repository.uwtsd.ac.uk/id/eprint/1922

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