Distance Education and Physical Education Course: Students’ Challenges to Practice

Abstract

Over time, the internet has gained more and more space in the world, and this is no different for the educational environment. Currently, distance learning courses combine several ICTs for students to study. In the curriculum of the undergraduate and bachelor's degree Physical Education course, there is a very high proportion of practical demand (derived from mandatory commitments, specific disciplines such as: swimming, football, volleyball, human anatomy, games and games, dances, fights, etc.), making it difficult and less successful applying in an EAD or hybrid (semi-in-person) modality. Therefore, this article aimed to analyze the possible implications that the lack of pedagogical practice brings to students of the Physical Education degree and bachelor's degree in the distance learning modality. The research is classified in its approach as qualitative, of an applied nature, with an exploratory objective through field research. An open and closed questionnaire was used as an instrument for data generation. As a result, we can highlight that the lack of pedagogical practice and the lack of face-to-face workload directly affect the future performance in the professional field of these subjects. And, what makes a student choose distance learning over face-to-face learning is directly the relationship between time and money, or rather, affordable value and variable time.

Keywords: Distance learning. Physical education. Implications.