「ポストコロナ社会」における保健体育の意義や 課題に関する調査研究：A県の商船高専を事例として

Objectives: The purpose of this study was to investigate the perceptions of physical education (PE) teachers in four countries from the Gulf Cooperation Council [GCC] (Bahrain, Saudi Arabia, Kuwait, United Arab Emirates) towards distance learning during COVID-19 pandemic as well as to examine how it’s affected by the variables of the study sample. Method: A mixed research design was conducted using quantitative and qualitative data. Study data were collected using an electronic questionnaire with close-ended questions, semi-structured interview using Microsoft Teams platform. The participants (n= 360) were physical education teachers in four GCC countries, and they were chosen randomly. Results: The study showed that PE teachers in the four GCC countries had positive perceptions towards distance learning during COVID-19 pandemic. There was a significant difference in the perceptions of PE teachers towards distance learning due to country. There was no significant difference in the perceptions of PE teachers towards distance learning due to school level. There was a significant difference in the perceptions of PE teachers towards distance learning due to teaching experience. Distance learning in PE setting has advantages and disadvantages. Conclusion: The results of the study indicated that the perceptions of physical education teachers in the four GCC Countries towards distance learning during COVID-19 pandemic were mostly positive.

This study aimed to know the level of impact of the shift to distance learning on the seven principles of good practices in university education taking the novel coronavirus COVID-19 pandemic into consideration from the viewpoint of students of faculties of education. The research method used for this study was descriptive, a well structured questionnaire was developed for this, which was then administered to 435 students. The results revealed that the level of impact of the shift to distance learning on these principles taking the COVID-19 pandemic into consideration from the standpoint of the students was average. The study also revealed that the impact of the transition to distance learning on these principles, taking the COVID-19 pandemic into consideration due to the variables of academic level, appreciation, devices used in distance learning and software used in distance learning, and that there are differences due to the variable type of university in favour of public universities, was not statistically significant. The study recommendations, most notably the development of a national strategy for the development of distance learning to maintain its sustainability after the end of the corona pandemic. Keywords: Distance learning, good practices, university education, coronavirus (covid-19) pandemic.

Changes to Training Practices during a Pandemic - The Experience of the Irish National Trauma & Orthopaedic Training Scheme

This study aims at finding the results of the evaluation of Physical, Sports, and Health Education Learning in state senior high schools at Mandailing Natal Regency after the Covid-19 pandemic. The evaluation model used in this study is the CIPP model. This research is an evaluation study that uses qualitative and quantitative methods. Research instrument used were observation and questionnaire. The research sites were in five state senior high schools at Mandailing Natal Regency, with five principals, five teachers, and 125 students as the research subjects. The data were analysed by using descriptive statistical techniques with percentage formulas. Evaluation results show that the evaluation of Physical, Sports, and Health Education Learning in state senior high schools at Mandailing Natal Regency after the Covid-19 Pandemic are in good category. Then, the results related to each aspect show that (1) Context Evaluation of Physical, Sports, and Health Education Learning is good. (2) Input Evaluation of Physical, Sports, and Health Education Learning in state senior high schools at Mandailing Natal Regency after the Covid-19 Pandemic is good. (3) Process Evaluation of Physical, Sports, and Health Education Learning in state senior high schools at Mandailing Natal Regency after the Covid-19 Pandemic is good. (4) Product Evaluation on Physical, Sports, and Health Education Learning in state senior high schools at Mandailing Natal Regency after the Covid-19 Pandemic is good.

The research investigated teacher training in the area of using ICT tools in professional activity as well as educational standards of higher education in pedagogical specialties. The analysis has demonstrated that those academic disciplines of the standard that reflect the problems of employing ICT tools in education do not fully address the issues of creating electronic learning resources (ELR). Moreover, the same observation concerns developing distance learning systems. Such systems automate the processes of collecting, processing, producing information, information interaction between participants in online learning, planning learning sessions in class and out-of-class time as well as managing students’ group, individual educational, and research activity in the digital environment. Basically, the competencies formed are oriented towards the classical learning model of education. Thus, they do not describe the above- mentioned specific features of the teacher’s professional activity in the digital environment in a clear and general way. The educational specialty-specific standards, standard syllabuses of disciplines, and curricula to prepare graduates developed on a competence-based basis constitute the regulatory and methodological framework for modernizing the educational process at pedagogical universities. The structure of teachers’ ICT competencies in the field of e-learning methods and networking is based on the requirements of the professional qualification standard of a teacher, the 3+ educational standards in the system of higher education of the Republic of Belarus as well as the National and European Qualifications Frameworks for Higher Education. The analysis of the requirements of the standard revealed a range of labor actions and functions associated with the need to form and develop certain media and ICT competencies of a teacher in the process of continuous pedagogical education. The article presents the general structure of teachers’ ICT competencies in the field of e-learning and networking methods. It is recommended to detail these competencies through developing relevant descriptors. The given structure of ICT competencies is also intended for designing electronic course descriptors in the Moodle distance learning system to assess the quality of teacher education in university electronic information and educational environment.

During the COVID-19 pandemic, schools rapidly transitioned from in-person to remote learning. We examined sleep- and mood-related changes in early adolescents, before and after this transition to assess the impact of in-person vs. remote learning. Sleep-wake timing was measured using wrist-actigraphy and sleep diaries over 1–2 weeks in Year 7 students (age M±SD =12.79±0.42 years) during in-person learning (n=28) and remote learning (n=58; n=27 were studied in both conditions). Circadian timing was measured under a single condition in each individual using salivary melatonin (Dim Light Melatonin Onset; DLMO). Online surveys assessed mood (PROMIS Pediatric Anxiety and Depressive Symptoms) and sleepiness (Epworth Sleepiness Scale – Child and Adolescent) in each condition. During remote vs. in-person learning: (i) on school days, students went to sleep 26 min later and woke 49 min later, resulting in 22 min longer sleep duration (all p<0.0001); (ii) DLMO time did not differ significantly between conditions, although participants woke at a later relative circadian phase (43 minutes, p=0.03) during remote learning; (iii) participants reported significantly lower sleepiness (p=0.048) and lower anxiety symptoms (p=0.006). Depressive symptoms did not differ between conditions. Changes in mood symptoms were not mediated by changes in sleep timing. Although remote learning had the same school start times as in-person learning, removing morning commutes likely enabled adolescents to sleep longer, wake later, and to wake at a later circadian phase. These results indicate that remote learning, or later school start times, may extend sleep duration and improve some subjective symptoms in adolescents.

Objective: Self-restraint from activities due to the COVID-19 pandemic has limited the range of activities and interpersonal relationships for older persons. Moreover, prolonged restraint has been reported to increase the risk of frailty and sarcopenia. Therefore, we examined the effects of changes in exercise habits on physical function and psychological status of older patients with hypertension throughout their self-restraint lifestyle from 2020 to 2022 in the 1-year follow-up study. Design and Methods: Participants were patients with hypertension aged 65 years or older attending outpatient clinics at our institution who could obtain information on exercise habits, history of falls, comprehensive geriatric assessment, and muscle strength. We conducted the same survey in the first year and one year later. The subjects were classified into four groups by combining their exercise habits in the first year with or without one year later. That is Group A: with exercise habits at both times of the survey; Group B: with exercise habits in the first year and without exercise habits one year later; Group C: without exercise habits in the first year and with exercise habits one year later; and Group D: without exercise habits at both times of the survey. Written consent forms were obtained from all participants. Our institutional review board approved the study protocol. Results: The study participants were 183 patients (Group A: 119, Group B: 26, Group C: 17, Group D: 21). The age of the participants was 76.1 ± 5.5 years, 82 (44.8%) were male, and the duration of hypertension was 18.4 ± 11.5 years. Changes in exercise habits were not associated with physical function, history of falls, and comprehensive geriatric assessment at one year. However, when the results were examined separately for men and women, the geriatric depression scale was significantly higher in women in Group B (Dunnett test, p = 0.0094) than in Group A, suggesting that the tendency toward depression had progressed. Group B women also had more falls one year later (chi-square 12.04, p = 0.0072). Conclusions: In a 1-year follow-up study during the COVID-19 pandemic, a relatively high proportion of older patients with hypertension attending our hospital maintained their exercise habits, but 14% of cases lost their exercise habits. Only women showed the development of depression and increased risk of falls when exercise habits were lost. Women were more susceptible to the effects of environmental changes than men in older patients with hypertension.

The article discusses the development of distance learning as an alternative measure of education. Particular attention is paid to the degree of importance of the teacher’s professional competencies in the framework of distance learning, as a result of which the role of speech and information and communication competence is revealed. Modern education is increasingly faced with a distance learning format. The relevance of this phenomenon, the program for the modernization of Russian education and the focus of modern pedagogy on a competency-based approach dictate the need to highlight the most significant competencies that are fundamental for a teacher for the period of conducting a distance course. In the article, the author reveals the importance of a teacher’s ICT competence for choosing a format for conducting distance learning and creating a comfortable psychological and pedagogical virtual space for a student, and also emphasizes the relationship between speech and ICT competence, calling them the main levers of influence on the productivity of the educational process. When solving educational problems, professional pedagogical skills play a key role. The structure of pedagogical excellence consists of many interrelated elements, among which a significant place is occupied by the professional competencies of the teacher. It is not enough to have one or more competencies to improve the quality of education, so the competencies are closely related. Speech is the most important professional tool of pedagogical activity, both in traditional and distance learning. Speech communication is one of the main means of achieving the pedagogical task, including distance learning, and speech competence provides the teacher with the unconditional achievement of learning goals. Considering as the goal of distance learning the assimilation of a system of knowledge, abilities, skills, as well as the formation of a diversified personality of a student, the teacher is called upon to manage the process of its learning. Thanks to ICT competence, the teacher has the opportunity to most successfully build the educational process, and thanks to speech competence, to manage the educational process.

The Distance Learning Policy (PJJ) during the pandemic prevented children from going to school. They ought to learn from home with the sophistication of Information Communication Technology (ICT). The existence of social restrictions during the pandemic reduces children's social interactions with teachers. Thus, the role of parents while at home is important to achieve the success of Distance Learning in early childhood during the pandemic. The purpose of this study is to describe and explore how parent-child interactions use ICT through PJJ during the Covid-19 pandemic. The research method used is qualitative with a phenomenological approach. The informants consisted of 3 parents and 3 Pre-school and Kindergarten students who underwent PJJ during the Covid-19 pandemic. The results of the study show that firstly, the majority of mothers engage in social interactions more frequently during PJJ with their children, because they are more active at home. Second, the role of parental communication is important in PJJ assistance. Parents control when their children use gadgets. Third, the existence of PJJ does not make children want to always access gadgets, because parent-child interaction in screen time has been built before the pandemic.

Education should be able to keep up with the changes taking place in the surrounding reality, both in terms of its content and mode of work. In addition to technological progress, these changes have been recently stimulated by the COVID-19 pandemic and the related restrictions which enforced distance learning. These circumstances pose a question about the effectiveness of online learning. The aim of this paper is to compare the effectiveness of distance and classroom learning. The analyses are based on the results of the final exams in mathematics obtained by first-year fulltime students majoring in finance and accounting at the University of Lodz in the years 2018/2019 (classroom learning) and 2020/2021 (distance learning). These students’ scores achieved in the basic-level matura exam in mathematics served as a point of reference. The teaching mode remained the same throughout the entire cycle of classes in the aforementioned years. The assessment of the effectiveness of learning was based on the Lorenz curve and the Gini coefficient, which is commonly used by economists to determine income inequality. However, it can also be applied to any kind of data of an unequal distribution. The conducted research showed no significant differences in terms of the effects of distance learning and classroom learning, which proves that the university maintained a high quality of education despite the introduced change in the mode of teaching. The descriptive statistics relating to the verification of the mathematical knowledge in the selected student groups – in particular the left-sided asymmetry – indicate a slight predominance of positive results achieved in the final exams during distance learning compared to the results obtained during classroom education, which also applies to the matura exams. However, these differences are not significant as they differ by approximately 0.1 p.p.

The COVID-19 pandemic and national lockdown implemented in March 2020 prompted South African higher education institutions to shift from face-to-face to remote teaching and learning. The sudden transition presented challenges for students in higher education institutions such as universities, but there is limited research examining the perceptions of students in private higher education colleges. Henceforth, this study explores the experiences of students of remote learning during the COVID-19 pandemic in private higher education colleges located in Johannesburg, South Africa. Employing a qualitative approach, the study conducted semi-structured interviews with sixteen students from private higher education colleges. Thematic content analysis was used to analyse data. The findings indicate that private higher education college students encountered difficulties in navigating remote learningduring the national lockdown due to the intersection of factors, including unstable internet connections and network issues, lack of dedicated study spaces, and insufficient communication and support from lecturers. This article contributes to the body of knowledge on the remote learning during the COVID-19 pandemic and national lockdown by shedding light on private college students’ experiences.

Aim: Distance education is an interdisciplinary field that aims to remove the limitation between educator, learner, and learning resources and of uses existing information and communication technologies for this purpose. Maintaining social distance, especially during the pandemic, has been instrumental in protecting and maintaining the health of both students and educators. However, distance education's entry into our lives as a necessity during the pandemic has brought many problems. The fact that the education environment left the classroom and came into the home, and that time shared with family members is now used for education, makes it necessary to conduct studies to determine families' experiences, attitudes, and opinions about distance education. This study aimed at determining families’ opinions of undergraduate and graduate nursing students on distance education during the Covid-19 pandemic. Methods: This is a descriptive and cross-sectional study. The study was conducted with 407 participants. The data were collected between the 9th and 10th months of the pandemic, with the data collection tool developed by the researchers. Results: The families have a negative opinion on distance education, and these opinions were affected by their negative experiences and problems. The families found the low costs and the increased time the students spent with their families to be positive aspects of distance education. The families complained about connection problems, the student spending too much time on the computer and about the home environment needing to be more suitable for education. However, negative opinions of the families included that distance education is insufficient in conveying professional skills and that distance education is not suitable for nursing education. The opinions of Y-generation family members, those with graduate education, and those with a permanent internet connection at home had more positive opinions than the others. Conclusions: Distance education has become an integral part of our lives. Therefore, it is essential to unearth problems regarding distance education and develop solutions. Study results on the opinions, attitudes, and experiences of all distance education stakeholders will contribute to distance education practices.

BackgroundSchool closure created difficulties for parents, who were asked to care for their children and help them with schooling, while working at home. We aimed to explore the experiences in organising school for children at home and its implications on children’s psychological well-being and educational progress during the quarantine for the COVID-19 pandemic.MethodsA nationwide online survey of mothers of primary and middle school students was conducted during the COVID-19 pandemic. Demographic data and information on distance learning organisation and children’s attitudes and behavioural changes were collected.Results2149 mothers completed the survey, with a final sample of 1601 subjects. Large differences between primary and middle school emerged: lessons were less organised and routines were more instable for the youngest, who could not pay attention for more than 20 min (28.3%) and needed breaks every 10 min (21.6%), with lower quality of learning (40.6%), increased restlessness (69.1%), and aggressiveness (33.3%). A large use of screens was reported, with an abuse in screen time in 2%. Two thirds of mothers did not approve of distance learning (72.2%) because of their role in replacing teachers (77.8%), the effort required (66%), and the great commitment required (78.3%).ConclusionsDistance learning increased educational deprivation and social inequalities, especially for the youngest children, who lost almost one year of school. The situation was even worse for children with disabilities, who were neglected by the institutions. This period should be considered as an opportunity to correct the weaknesses of our school system.

Teachers in Asian countries confront major problems adjusting to online teaching and establishing a minimum extent of communication with students to support their learning and growth during the COVID-19 pandemic. This study aimed to examine the challenges faced by English as a second language teachers in Asia while implementing e-learning during COVID-19. The study employed a quantitative cross-sectional research technique using a total of 300 ESL teachers from the selected Asian countries, Malaysia, India, Indonesia, Sri Lanka, Thailand, and China, with different demographic backgrounds. The data was analyzed using a standard multiple regression model. The results showed that the teachers’ ICT competence, the infrastructure, and resources available to the teachers, and the suitability of working environment had a significant positive impact on implementing e-learning during Covid-19. This study suggested that policymakers can use the findings to plan curriculum by considering teachers' ICT skills as well as access to infrastructure and online resources.

Physical Education, Exercise, Fitness and Sports: Early PM&R Leaders Build a Strong Foundation