High School Students' Perceptions of Traditional and Online Health and Physical Education Courses
ABSTRACT
BACKGROUND
High school students have few physical education (PE) and health requirements for graduation. Twenty-first century students have choices to take their PE and health courses in the traditional face-to-face (F2F) setting or online through accredited virtual schools. The purpose of this inquiry was to examine differences in high school students' perceptions and experiences in traditional versus online PE and health-related courses.
METHODS
This cross-sectional study utilized mixed methods through survey distribution. Participants included 506 students from traditional F2F high school health and PE classes and 355 students finishing an online course from an accredited online academy.
RESULTS
The online education setting was found to be statistically significantly more favorable for students in terms of the feedback and responsiveness of the teacher, understanding and interest of the content and perceived positive health changes during the course. However, the qualitative findings on student perceptions were relatively consistent between both the online and F2F classes.
CONCLUSIONS
The results indicate that students' positive perceptions in an online high school class may equal or surpass those in a traditional F2F format. Increasingly, youth are exhibiting enhanced capacity for online-based coursework. Physical education classes have traditionally been F2F, but warrant further consideration as an online platform.
The national physical education standards state that it is the charge to physical educators across the country to produce physically literate young people. Physical literacy includes competency in a variety of movements and skills, knowledge of concepts, principles and strategies related to movement, and health-related fitness levels; as well as an appreciation for sport and physical activity in order to enjoy a lifetime of wellness (Society of Health and Physical Educators [SHAPE]).1 Helping youth stay fit and healthy for a long and productive life remains the mission of national and state physical education programs.2 In fact, SHAPE America has a renewed commitment to support and increase participation in physical activity and improve the fitness and health of all K-12 students through its national commitment to 50 Million Strong by 2029.3
In general, there is a lack of requirements and engagement in physical education (PE). High school students in the United States remain largely unfocused on fitness-related goals and activities.2 Approximately one-fourth of youth engage in the recommended 60 minutes of moderate-to-vigorous physical activity per day.2, 4 Students are not required to take PE in each year of a 4-year high school. Currently only three states require schools to provide high school students the opportunity for the nationally recommended 225 minutes per week of physical activity (PA) and three others have established a reduced minimum amount of time for high school PA through PE classes.2 Research has shown that participating in regular physical activity yields numerous health-related fitness benefits and the positives from physical activity experiences in high school often extend into adulthood.2, 5-8 A high school physical education class is one of the best venues for imparting health-related fitness knowledge to adolescents.9 The national Every Student Succeeds Act law passed in 2015 by the federal government has language that specifically mandates the requirement for physical education and health to be included as part of a well-rounded education for students.2, 10 The proposed intent of the act is to increase the number and breadth of physical education and health courses for every high school student.2
There are currently two options for students to engage in physical activity. F2F is the traditional method of delivery, however, an increasing number of students choose to take their health and PE classes online.11, 12 Additionally, numerous school districts promote and encourage the online method of delivery for these courses.13-15 The content of these online classes must align with state and national standards and benchmarks similarly to a F2F course.16, 18 Online courses must demonstrate sufficient rigor, depth and breadth in order to benefit students and produce increased learning outcomes.18 Whether F2F or online, various learning outcomes can be assessed through skills and fitness tests, cognitive tests, and through student's own reflections regarding learned behaviors and outcomes.
In Florida, the required Health and PE high school course is called Health Opportunities through Physical Education (HOPE). The curriculum in both the F2F HOPE and the online course includes content that addresses health and wellness foundations, lifestyle factors that influence health, health literacy, and risky behaviors. Additionally, mental and emotional health, interpersonal communication skills, injury prevention, first aid, cardiopulmonary resuscitation and water safety are among the many content areas in the high school health and PE courses.13-15 While taking these health and PE courses both F2F and online, students are taught the components of fitness, principles of training, and personal goal-setting strategies related to fitness and health, specifically. The students are given opportunities for fitness activities and are in fact, in both settings, expected to participate in a variety of fitness-related exercises. Throughout the semester-long courses, students generally learn about the importance of fitness and health for life and are given encouragement and support to meet and achieve their personal fitness goals.
Using mixed methods research, the purpose of the study was 2-fold: (1) to gain an understanding of students' perceptions of either F2F or online PE and Health programs, including what students liked and did not like about their course, and (2) to determine how students' perceptions of health and PE classes differ between online and F2F. In an effort to examine high school health and PE courses, this study sought the perceptions and experiences of high school students. All courses were taught by instructors certified in health and Physical Education. In a broader sense, the research was intended to examine whether students exiting online and traditional courses have the knowledge, experiences, and necessary tools to become and stay physically active and fit for life, based on self-report.
METHODS
Survey methodology, incorporating mixed methods inquiry, was employed to assess student perception of the HOPE course among high school students in traditional brick and mortar schools within Hillsborough County, Florida. Three open-ended questions were utilized to gather students' written perceptions of the class. The survey was created by Carone Learning as a Health Education and PE course evaluative tool. Questions that were not relevant for the F2F students were removed. The analysis consists of 13 questions utilized for both the F2F and online student groups.
Participants
The purposive sample for the paper survey was drawn from a population of high school students in 27 Hillsborough County schools in Florida during spring 2014. Participants were students near the end completion stage of their high school HOPE class. A sample size of 861 students from 23 of the 27 schools was included in the final data analysis. Four schools declined participation. The students from the online courses in this study had just completed a health and PE course through an accredited virtual school specializing in online physical education, health, life skills, and career courses. The participants for the online survey consisted of 355 students. Although from different parts of the United States, both the F2F and online students covered similar health and physical education curriculum.
Procedures
The PE department directors from 27 high schools in Hillsborough County were notified via e-mail and were explained the purpose of the survey and given survey administration guidelines. The objective was to receive input from one class from each of the high school PE programs. Twenty-three out of 27 high school PE departments responded indicating a school response rate of 85%.
Both the county school district and the online organization approved the data collection of the anonymous and voluntary student evaluations utilized for this study. The paper survey was administered by either the department head or another physical educator chosen by the head of the department during the final week of school. The surveys were pre-packaged in envelopes and sent from the school district's inter-office mail to the PE department directors for distribution. After completion of the student surveys, the teachers placed them in a sealed, prelabeled envelope and sent the completed survey packets to the county office via their inter-office mail service. The research team picked up the packets of surveys from the county's supervisor of physical education. Upon completion of the online course, the students received a link to an electronic survey from which the responses were collected for analysis.
Thirteen variables were used in the assessment with topics such as course increased my knowledge of subject area, relevant content, increased my interest in subject matter, assignments helped with my personal health, and assignments helped with my personal fitness level.
Data Analysis
Quantitative data
Survey data were entered into an excel spreadsheet by the primary investigators and a trained research assistant. Data were checked for entry errors by rechecking 10% of the data and then imported into SPSS statistical software version 23 for coding and analysis.17 A codebook was established based on the survey response items. Descriptive and inferential statistics were conducted to assess differences between the F2F and the online classes. Descriptive statistics consisted of grade level and sex. Inferential statistics using nonparametric data analysis was utilized for assessing the differences in the perception. Mann-Whitney U tests were utilized to assess differences between online versus F2F classes on variables that were assessed with the same statement in both the F2F and online surveys.
In particular, the following statements were assessed: The health content was easy to understand; Assignments were relevant and helped with my personal fitness and health; Exams were based on material covered through assignments; Exams were based on material covered in class lessons; The course increased my knowledge of the subject; I improved my level of health throughout the course; My instructor provided personalized feedback; My instructor provided constructive feedback on my assignments; My instructor answered my questions promptly; I felt my instructor wanted me to succeed; I felt like my instructor got to know me throughout the course; I felt like I could contact/talk to my instructor for assistance if needed and My instructor was helpful. A p-value of .05 was used to determine statistical significance.
Qualitative data
The student responses to three open-ended questions, relating to course enjoyment and perception of the course helping with health and wellness were coded in Excel and typed into a Word document for qualitative analysis. Both F2F and online students were assessed on the same open-ended questions: “What did you like most about this course?” “What did you like least about this course?” and “How did this course help improve your overall health and wellness?” The responses revealed key perspectives from students about their high school health and PE courses.
Data analysis of the qualitative phase consisted of using an a priori codebook developed and reviewed by three coders trained in qualitative data analysis. The codebook was revised in an iterative fashion to reveal emerging themes.
RESULTS
Quantitative Results
The F2F participants consisted of 47% females (N = 237) and 53% males (N = 269). The majority of the students (74%) were in the 9th grade, 19% in the 10th grade, and 8% in the 11th grade. Seniors were not in session at the time of the F2F survey administration. The ethnic composition of these students was primarily Caucasian (35%), Hispanic (32%), and African American (19%). The demographic distributions can be found in Table 1. The online participants consisted of 29% females (N = 103) and 71% males (N = 252). Students were relatively evenly distributed across grades 9–11 with 16% 9th graders (N = 61), 19.3% 10th graders (N = 19.3), 22.7% 11th graders (N = 22.7), and 35.6% represented 12th graders (N = 129).
| Demographics of Samples | ||
|---|---|---|
| Demographics | Face to Face, N = 506 | Online, N = 355 |
| Sex | ||
| Female | 237 (46.8%) | 103 (29%) |
| Male | 269 (53.2%) | 252 (70.9%) |
| Grade Level | ||
| 9th grade | 373 (73.7%) | 61 (17.2%) |
| 10th grade | 94 (18.6%) | 70 (19.7%) |
| 11th grade | 39 (7.7%) | 82 (23.1%) |
| 12th grade | 0 | 129 (36.3%) |
Additional descriptive statistics were conducted to assess the percent and frequency of course perception. Response options for the perception of variables included: Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree. Participants were quantitatively assessed on 13 variables that included perception of didactic, instructor and personal components.
Inferential statistics were conducted to assess differences between online and F2F classes on the 13 variables. Online students were statistically significantly more positive in their responses to the following variables: content easy to understand, assignments were relevant, exams cover lessons, knowledge of subject increased, interest in the subject, personal health level increased, professor providing constructive feedback, personalized feedback, answering questions promptly, and feeling they could talk to the professor. In contrast, there were no statistically significant differences between the online and F2F classes on instructor being helpful, however, this variable was increased in the online course. The variable assessing instructor getting to know the student was statistically significantly less in the online versus the traditional course. These findings and rank means are provided in Table 2.
| Class Type | Perception Assessment |
Mean Rank |
p-value |
|---|---|---|---|
|
Face-to-Face Online |
Health content easy to understand |
553 392 |
0.015 |
|
Face-to-Face Online |
Assignments relevant |
501 226 |
0.002 |
|
Face-to-Face Online |
Exams cover lessons |
289 344 |
0.002 |
|
Face-to-Face Online |
Knowledge of subject increased |
354 391 |
0.019 |
|
Face-to-Face Online |
Improved my level of health during course |
280 382 |
0.001 |
|
Face-to-Face Online |
Instructor got to know me |
376 341 |
0.07 |
|
Face-to-Face Online |
Answer questions promptly |
345 404 |
0.001 |
|
Face-to-Face Online |
Constructive feedback |
345 406 |
0.001 |
|
Face-to-Face Online |
Course increased my interest in subject |
351 395 |
0.001 |
|
Face-to-Face Online |
Could contact/talk to instructor if needed |
335 431 |
0.001 |
|
Face-to-Face Online |
Instructor was helpful |
360 381 |
0.168 |
|
Face-to-Face Online |
Instructor provided personalized feedback |
343 415 |
0.001 |
|
Face-to-Face Online |
Instructor wanted me to succeed |
353 380 |
0.077 |
Qualitative Results
Based on the open-ended question, “What did you like most about this course?” the F2F students' responses grouped into the following four domains: going to the gym/workout; playing sports and other activities; the social aspect, and classwork/health-related content. When asked the same question, “What did you like most about the course?” the online students' responses revealed five different domains: flexibility; personalization; the social aspect; physical fitness, and academic work. Participant responses can be found in Tables 3 and 4.
| Domain | Key Themes | Sample Quotes |
|---|---|---|
| Liked Most | Going to the Gym/Workout |
“I enjoyed playing in the gym and going outside with friends.” “I liked all the free time and playing basketball in the gym.” “I like going out in the gym and playing basketball.” |
| Playing Sports and other Activities |
“I liked the outdoor activity.” “I liked the sports we played.” “I liked that we had different sports to do.” |
|
| Social Aspect |
“It was fun; we went outside and got fit. We communicated with the teacher and classmates.” “I liked being with friends.” “Having fun with friends.” “I liked the mixed grades; I met a lot of new people.” |
|
| Health-Related Content |
“I enjoyed creating workout routines I can do at home, and learning how to set up a balanced meal.” “I liked how we talked about the different drugs and what they do to your body.” “We learned useful tips about health and safety.” |
|
| Liked Least | Notetaking/Classwork |
“I least liked the classroom and note days.” “Going into the classroom- it seemed like information we went over was stuff we already knew or just common sense.” “Learning days.” “What I liked least was copying the entire review packet.” “Doing the classwork.” |
| Taking Tests |
“The tests.” “Quizzes.” “All the tests.” |
|
| Dressing Out |
“The uniform.” “Dressing out.” “I did not really like dressing out.” “Having to dress out all the time.” |
|
| Working Out/Physical Activity Outside |
“Running in the heat.” “Having to run a mile under 11 minutes – I almost fainted.” “Running in the hot sun, sweating.” “Cardio day every week.” “Pushing us to do things we could not do well, like push-up tests and sit-ups.” |
|
| Overall Health Benefits | Increased Knowledge |
“I learned a lot about health.” “It made me see that I need to be more fit and start getting healthy in my lifestyle.” “Helped me know how to maintain my diet and [know] which exercises are helpful.” “Before, I did not understand that working out can change your life for the better and now I do.” |
| Increased Fitness & Wellness |
“It helped by making me workout, even when I did not want to.” “It allowed me to work out in the weight room.” “I actually did physical activity at least 3 times per week.” “It had me diet more and exercise.” “Now each day I work out for an hour.” |
|
| Social Aspect |
“I really enjoyed about this course that we all interacted as a class.” “The teacher and other students in this class made learning about this stuff fun.” “Everybody that had this class was participating, communicating with one another, and making virtual friends that were friendly.” “The discussions, I liked hearing others' opinions.” |
|
| Physical Fitness |
“It got me in better shape with a workout routine.” “I liked the regular workouts with the structured sheet to keep track of my workouts.” “I liked that the focus was on the weekly fitness logs. That way it was actually like a PE class, with the focus on me exercising rather than a bunch of busywork.” “I like the exercising most about this course.” “I got to exercise every day.” |
|
| Health-Related Content | “The part I liked most was the knowledge I gained about physical fitness and learning what type of exercise worked best for me.” | |
| Course Organization |
“It was simple and easy to follow!” “It was good information and I liked that it was right to the point. I liked the format too.” “I liked that it was easy to follow and that it was relevant.” “The assignments were straightforward enough that I did not have to stress over them.” “I liked how the course was so organized and easy to find things.” |
|
| Liked Least | Academic Work/Assignments |
“It was more work than I expected.” “The thing I liked least would be the discussion boards.” |
| Time Management |
“Having to keep up with the workouts.” “It was just difficult for me to find time to do the lessons as I have a very busy schedule in and outside of school.” “Having to find the time.” “I did not like the fact that infrequently I would forget I was taking [the class online].” |
|
| Overall Health Benefits | Increased Knowledge |
“By knowing sports and health stuff.” “My health improved because it made me realize my sweets were more calories than what I paid attention to.” “The part I liked most was the knowledge I gained about physical fitness and learning what type of exercise worked best for me.” |
| Increased Fitness & Wellness |
“It helped me improve my health and fitness level a lot. I am much more fit now; I exercise and eat healthier.” “I was able to improve in strength and endurance.” “I lost 15 pounds overall.” |
| Domain | Key Themes | Sample Quotes |
|---|---|---|
| Liked Most | Flexibility |
“The freedom of time and place.” “The fact that I could do it on my own time.” “The ability to work at my home.” “I'm usually a fast learner so it was easy for me to complete the course on my own time without waiting for everyone else in the class.” “It was flexible and fit around my schedule.” |
| Personalization |
“I liked the fact that it was personal and self-driven.” “I liked that you could do it independently.” “I liked that that no one judged anyone on their physical fitness level.” “I liked that it was part of the sports that I played at school.” “I liked that I could take it at my own pace and establish a workout plan fit for my level of fitness.” “I liked how I was able to form a workout plan that was designed specifically for me.” |
|
| Social Aspect |
“I really enjoyed about this course that we all interacted as a class.” “The teacher and other students in this class made learning about this stuff fun.” “Everybody that had this class was participating, communicating with one another, and making virtual friends that were friendly.” “The discussions, I liked hearing others' opinions.” |
|
| Physical Fitness |
“It got me in better shape with a workout routine.” “I liked the regular workouts with the structured sheet to keep track of my workouts.” “I liked that the focus was on the weekly fitness logs. That way it was actually like a PE class, with the focus on me exercising rather than a bunch of busywork.” “I like the exercising most about this course.” “I got to exercise every day.” |
|
| Health-Related Content | “The part I liked most was the knowledge I gained about physical fitness and learning what type of exercise worked best for me.” | |
| Course Organization |
“It was simple and easy to follow!” “It was good information and I liked that it was right to the point. I liked the format too.” “I liked that it was easy to follow and that it was relevant.” “The assignments were straightforward enough that I did not have to stress over them.” “I liked how the course was so organized and easy to find things.” |
|
| Liked Least | Academic Work/Assignments |
“It was more work than I expected.” “The thing I liked least would be the discussion boards.” |
| Time Management |
“Having to keep up with the workouts.” “It was just difficult for me to find time to do the lessons as I have a very busy schedule in and outside of school.” “Having to find the time.” “I did not like the fact that infrequently I would forget I was taking [the class online].” |
|
| Overall Health Benefits | Increased Knowledge |
“By knowing sports and health stuff.” “My health improved because it made me realize my sweets were more calories than what I paid attention to.” “The part I liked most was the knowledge I gained about physical fitness and learning what type of exercise worked best for me.” |
| Increased Fitness & Wellness |
“It helped me improve my health and fitness level a lot. I am much more fit now; I exercise and eat healthier.” “I was able to improve in strength and endurance.” “I lost 15 pounds overall.” |
F2F students liked going to the gym/workout most. The most popular part of class according to F2F students was their time in the gymnasium. They indicated they liked going to the gym for basketball or other activities in the gymnasium more than other assignments. Additionally, students enjoyed the opportunity to be around others in a more casual setting. The phrase “go to the gym” was the most frequent response.
F2F students also reported that participating in physical activities and sports was what they liked most about the class. Students favored going outdoors for physical activity, whereas others indicated playing any sport was optimal. Overall, the data suggested that students enjoyed participating in team and individual physical activities.
Students in the F2F courses reported enjoying the social component of the course; whether being inside the gym or outside. In particular, the female students indicated that the social interaction with peers and friends was the best thing about the course.
Although F2F students reported disliking the academic health-related content of the course along with the reading and written work required, there were favorable responses about the classwork/classroom time. A number of students in the traditional setting conveyed their preference for the health-related content above all other parts of the course. They indicated it was enjoyable to learn the variety of health-related topics and enjoyed being in the classroom setting to work on written assignments and activities.
One of the most common themes noted among the online students was flexibility. Flexibility was generally in reference to being able to access the course online, as well as work on the course at any time or any place to complete it at an individualized and personalized pace.
Personalization was a common theme found in the online students' responses. Students responded favorably to the ability to choose their own activities, thus allowing for a personalized approach. Students reported an appreciation for the one-on-one communication with the teacher via e-mail and phone calls. The personalized feedback on assignments was mentioned, as well.
One of the emerging domains found in the online course was that of socialization. The students indicated that the social aspect was actually what they enjoyed most about the class. The freedom from judgment helped some students feel they could open up more in their written discussion assignments and synchronous lesson review sessions with the teacher.
Students in the online setting reported enjoying the fitness requirements of the course. They enjoyed creating and implementing a personal fitness plan. Students realized progress in their levels of fitness and said they were more fit at the conclusion of the course. Students liked being able to get credit for physical fitness activity and sports they were participating in within their communities. Students liked the choice to participate in what they enjoyed.
Students appreciated the structure and design of the online courses. They indicated the process of accessing their course was straightforward and easy to follow. The format for reading the content and assignments was helpful and well-organized. Students exiting the online courses reported positive experiences moving through the content and indicated they enjoyed the health-related assignments.
With regard to the question, “What did you like least about the course?” the F2F students' responses were categorized into the following domains: notetaking/classwork, taking tests, dressing out, and working out/physical activity outside. The online students' responses to that question were categorized into the following four domains: the online aspect/internet/computer problems, the schedule/pace, assignments/discussions, and the physical aspect/workout logs.
The most common theme present in the F2F students' response regarding what they liked least about the course was a reference to the days spent in the classroom setting studying the health-related content including lecture, note-taking, written assignments, and quizzes. In particular, they did not enjoy sitting in the classroom taking notes on the chapter content.
Just as students in the F2F setting reported an aversion to the time spent in the actual classroom, some students specifically indicated they least liked the cognitive written tests over health-related content. Students in a traditional setting typically felt the course should be more activity-based rather than academic in nature.
The F2F students' responses indicated that dressing out was a negative part of F2F physical education classes. They did not like having to change into their PE clothes in the middle of the day. They did not like getting sweaty and then having to change clothing again for the next class.
There were students who reported they did not enjoy participating in activity outside in the heat. Students who indicated a dislike for getting outside for physical activity felt it was too difficult to exercise and play games in the hot weather. Whereas some appreciated going outside for physical activity, other students did not enjoy that aspect of the course.
Online students did not like the lessons, assignments, discussions, and quizzes. Students stated they did not enjoy the written assignments and felt there were too many assignments and quizzes, even more than experienced in the typical traditional setting. Some students indicated they did not enjoy the fitness requirements and had a difficult time meeting those physical activity expectations.
Some students expressed a struggle with the time management aspect of taking an online course. Students reported the class took more time than they expected, and some students admitted they were not successful with managing their time properly in order to complete the course assignments on pace. A few students got behind and needed additional time to finish the course. Some students put off the online assignments at times and that led to stress that came from having too many assignments to complete in a given week on occasion.
Within both student groups, there were a variety of individual responses to the question, “How did the course help you improve your overall level of health and physical fitness?” Generally the responses were classified into two categories: positive and negative. Whereas there were a number of negative short responses from F2F students such as, “It didn't help” and some surveys where no response was given. About one-half the F2F students reported a positive learning outcome. For instance, some reported increased knowledge about nutrition and how to eat healthier and some indicated they improved fitness levels and were able to exercise longer without stopping.
The online students reported similar experiences about how the course improved their overall health and wellness. A few students indicated the course did not help, however many online students responded to this question with a statement about the benefits they experienced as a result of taking the online course. For example, students indicated they appreciated the regular fitness requirements and felt they had increased their fitness levels by the end of the course. Students reported getting in better shape and some reported losing weight.
DISCUSSION
Currently, research is lacking with regards to the structure and efficacy of online health and PE courses, despite the fact that many students are earning credits for high school health and PE online.12 This study examined students' perceptions from both the F2F and online platform for health and PE classes to gain a better understanding of those perceptions and experiences and to determine if and how they differed. The results of this study suggest that there are positive student perceptions in both F2F and online high school health and PE courses.
Prominent themes presented in the analysis of qualitative data were centered on the physical activity in the courses. Both F2F and online participants enjoyed the physical activity requirements of their course. Students in the F2F setting reported enjoying the time in the gymnasium more than the time in the classroom setting. They liked playing games and sports in the gym and outdoors. Many of the F2F students indicated they valued working out and participating in fitness activities outside. The online students reported similar preferences for the physical activity course requirements. Students in the online setting, however, were able to choose exercise activities they preferred within their own homes, neighborhoods and community environments. Some students were already active in competitive sports and were able to receive credit for a portion of their fitness requirement that way.
A second significant theme that emerged in the study analysis was related to the course content, the subject matter and academic, written work. Many students in the online class and the F2F class appreciated the subject matter and enjoyed the class time (F2F) and the assignments (F2F and online). Both F2F and online students gave positive responses about the health-related content that was covered throughout their course. However, students in the F2F setting had more “liked least” references to the academic course content and assignments because they largely did not prefer to sit in the classroom. Neither group conveyed that they learned new sports and activities; they did not indicate that they learned new motor skills or improved upon the skills they already possessed. These responses lend support for the premise that the F2F students in this study enjoyed playing more than learning and developing skill-related fitness.
The third significant theme present in the data was that many students enjoyed the social aspect of the course. It was interesting to note that classes in both F2F and the online setting were set up in such a way as to provide a social component for the students. We naturally see the potential for social interaction with peers in a F2F health and PE class, but it may come as a surprise for some to learn that the online courses also offered peer interaction and thus, a social component.
Few online students responded that they did not like anything about the course where more students responded that there was nothing that they disliked about the course. Particular dislikes included academic work, exercising and fitness log requirements, technology issues, and time management skills. Assignments in the courses include creating a personal fitness plan, examining the food guide pyramid and writing up a weekly meal plan. The students in the online setting expressed appreciation for learning information they can use to enhance their overall health and wellness throughout life.
Some students appeared to have a misunderstanding about the academic and educational aspects of the course that are required in addition to the physical activity component. The promotion of quality, comprehensive physical education and health content can expose students to the benefits and importance of lifelong physical activity for overall health and wellness.21 With the completion of a quality health and PE course, there is a potential for reduction in sedentary activities in young people after high school graduation.22-24 The national standards for student learning outcomes in physical education and health include producing physically literate individuals who value and incorporate physical activity and healthy practices throughout their lives.2
From the quantitative perspective, the online students indicated they gained knowledge about fitness, health, and wellness, received personalized instruction and feedback on their work, and improved their levels of physical fitness and health. Everything that was considered positive within the feedback from the F2F students can be achieved in the online class as well. Responses from the traditional students revealed that more male than female students enjoyed going to the gym. Many male students stated they liked playing in the gym best, and they least liked the classroom work. The most reported response about what was liked least in the traditional setting was “class time/classroom work/classroom days.” Many girls in the F2F class reported that dressing out was the thing they liked least about the course. Both time spent in a traditional class and the requisite dressing out for class are effectively eliminated in the online setting.
Online health and PE courses may not be ideal for every person. For example, students who have poor time management skills do not work well independently, and those who lack computer technology skills may struggle with such a class. Conversely, students who are uncomfortable exercising in a group environment may prefer and even enjoy the online setting. Students who appreciate more flexibility in time, location, and choice of exercises may thrive in the online health and physical education class. As demonstrated in the quantitative data, the majority of student responses were overwhelmingly favorable for online health and PE course, with more responses resulting in percentages higher as compare to the F2F survey responses.
Previous research has shown that students in an online venue feel more comfortable and can open up and be themselves without fear of criticism or ridicule for various reasons.13, 19 Students in an online health and PE course may feel sensitive about being overweight or lacking motor skill and ability related to physical activity.19 Students are generally comfortable getting online and can move at their own pace.20
Traditional F2F high school health and PE courses will likely continue to grow in quantity and quality as the new education law, Every Student Succeeds Act, is implemented.10 However, schools, districts and states have been moving toward technology and the virtual setting as an optional platform for health and PE courses for more than 15 years. Online learning continues to be a viable choice for secondary students. Although online health and PE classes may still have skeptics, this study provides support for continued online offerings in health and PE based on student self-report.
Limitations
A limitation of this study was the self-reporting survey methods used to collect data from high school students. Additionally, one group took the survey online and the other as a paper survey. There may be differences based on method of delivery. On the practice of asking young people their perceptions, there are qualitative researchers who believe youth do not yet have enough knowledge and mature insight to provide valuable data and perspective. This was evidenced in many of the F2F student answers to the open-ended questions, with a number of missing or very brief responses. An additional limitation is that the F2F student participants were from a southeast region of the United States and the online students were largely from western states. This study was focused on a combined health and PE course that may differ in results from other schools/state that have separate courses. Another comparison limitation is that there was not equal class levels, ethnicity, and sex. A future recommendation would be to conduct a comparison between more equal groups.
Conclusions
Students in the online classes surveyed largely reported positive perceptions about their virtual classes and the assignments and fitness tasks they completed. Students in online courses reported an enjoyment in and appreciation of a health and PE course that allows them to choose physical activities that are best suited to them and allowed for flexibility. Many students in the online setting appreciate not having to dress out for PE and not having to participate in physical activities they do not prefer. Based on the qualitative data collected in this study, the online students benefited from the flexibility of the course; they were able to move through the health-related content and assignments at a pace that best met their needs, choosing the times they logged in to work in the classes and selecting fitness exercises and sports they enjoyed; also at times that were best for them. Both the F2F and online students felt that socialization was achieved and a positive of online and F2F health and physical education classes. Additionally, both felt that they benefited from the knowledge gained and application to their own lives.
Lastly, both groups did not like the amount of classwork/testing and prefer to enjoy the time outdoors or doing sports of their choice.
With the safety of public schools in question in this current time, it is no surprise that parents may prefer to seek alternative options for their children's education. Online options may be even more important considering all that students are faced with in the traditional setting lately. As this research simply addressed student perspectives, additional research is warranted in the F2F and online settings to compare scores, biometric data, motor skills, social skills, and fitness tests that may provide further evidence of the efficacy of online physical education and health. Additionally, a goal of further research could be to determine if either or both course delivery methods are successful in meeting standards and benchmarks set forth for 9–12th grade physical education.
IMPLICATIONS FOR SCHOOL HEALTH
Trends in 21st century education have moved rapidly in the virtual classroom direction, further enhancing options toward the now prevalent provision for high school students to take courses online. In all 50 states there are students taking online courses, and 82% of K-12 school districts across the United States offer online options for their students.24 Students can supplement their traditional brick-and-mortar classes with online courses as needed, take courses online in a virtual learning lab within a traditional setting, or take all courses online. Students can accelerate, remediate, or take courses that are not offered at their traditional campus. Many of the online classes chosen by high school students are physical education and health-related courses and as such, examining and improving the efficacy of online health and PE classes is essential to meet the needs of the students where they are.
There are two significant purposes for physical and health education secondary courses for health educators to consider: (1) to give students time and opportunity to participate in physical activity; and (2) to have them come away from high school with the knowledge of and appreciation for physical activity and fitness for life.25 Most educators realize there are plenty of students who do not get the recommended exercise levels and minutes in traditional class settings. Likewise, there are students who may game the system in a virtual setting to get little fitness work completed. Our findings suggest that F2F classes should incorporate flexibility for students to choose and tailor activities based on their own interests. If the course is offered in a F2F setting, then assessing where students prefer the physical activity should inform the programs. For example, if students prefer gym activities then the activities should be indoor type sports that are suited for a gymnasium. Students can be successful in the virtual setting and are technologically driven. Consideration into development of teaching strategies alongside computer-mediated programs to overcome barriers and increase positive gains in students' knowledge should be considered by schools.26 In online courses, students study health and fitness-related content and learn how to develop and implement workouts and training programs that meet their individual needs and interests. Students can also learn about skill-related fitness components, the benefits of regular exercise, and other key physical education content.27
Physical education courses are some of the most popular online choices in Florida, for example, as students can take the Personal Fitness course, Fitness Lifestyle Design, Outdoor Education, and HOPE online.14 Investigation or incorporation of these classes should be considered for future students, if not already.
The new look of 21st century physical education and health includes an online option for many secondary students. The online classes provide students asynchronous, individualized progression through the content, one-on-one help and feedback from certified teachers on the students' written assignments, and students choosing activities for their fitness requirement that they can do at home or within their community during weekends and evenings. Students are able to earn credit for physical activities they are already participating in outside of the traditional school day, like team and individual sports.13-15 The online course can meet a variety of student needs. For example, online options benefit students who wish to free up their schedule for additional advanced placement (college credit) courses, students who are active in marching band and sports after school and on weekends, and students who prefer not to dress out at school and participate in physical activities around their peers.19, 28 Additionally, students can take a health and PE recovery class online.13-15
Human Subjects Approval Statement
This study was approved by the Institutional Review Board of the University of Tampa.
Conflict of Interest
The authors declare no conflict of interest.
