The Status of Distance Education in Physical Education Curriculum from the Perspective of PE Teachers In Secondary School In Riyadh City

Document Type : Original Article

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Department of Curriculum and Instruction, College of Education, King Saud University

Abstract

The aim of this study was to investigate the status of distance education in physical education [PE] curriculum from the perspective of PE teachers in secondary schools in Riyadh city in Saudi Arabia. This study implemented a descriptive methodology, used a questionnaire that had four sections: the electronic platform and applications, the PE curriculum subjects, the role of school administration, PE teachers and parents, and the variables of this study. The study sample consist of (101) PE teachers, represented (78.9%) of PE teacher in Riyadh. The findings showed that the general mean for the status of distance education in PE was (3.66 from five), and the using of electronic educational platform and applications, and the subjects of PE was at the extent of "sometimes" with the mean scored (3.22; 3,39 respectively), and the PE teachers agreement on the role of school administration, PE teachers, and parents in distance learning was at the extent of "agreed" with the mean scored (4.05; 3.77; 3.89). There were statistically significant differences between teachers with different training, while there were no statistically significant differences between teachers with different level of qualification.

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