Roldan Alba, Reina Raul
Department of Sport Sciences, Sports Research Centre, Miguel Hernández University, Elche, Spain.
Front Psychol. 2021 Apr 9;12:654157. doi: 10.3389/fpsyg.2021.654157. eCollection 2021.
Due to the lockdown caused by the COVID-19 pandemic, e-learning suddenly spread to different levels of education, including university. In Spain, students of sports sciences are prepared during a 4-year study program to work in different areas (including physical education) and with different populations (including people with disabilities). The aims of this study were (1) to assess the effect of pandemic-driven online teaching on self-efficacy (SE) for the inclusion of people with disabilities in a group of university students enrolled in a compulsory course on adapted physical activity (APA); (2) compare the gains from SE before and after the APA course with a sample of students who followed the same course before the pandemic; and (3) explore the influence on SE scores according to three demographic variables: gender, previous SE training, and previous experience with people with disabilities. The study involved a sample of 124 university students (22.1 ± 2.6 years), distributed into two groups: prepandemic ( = 86) and pandemic ( = 38). They voluntarily completed the Spanish version of the Scale of Self-Efficacy of Physical Education Teachers of Physical Education toward Children with Disabilities, obtaining pre- and postcourse measurements. Due to the sudden lockdown, two-thirds of the pandemic course was taught online, and changes in the teaching strategies and tasks had to be made. Similar gains were obtained in both groups for the three subscales of the SE scale ( < 0.001, large effect sizes): intellectual, physical, and visual disability. No significant differences were found for comparisons between groups and the interaction effect of the course taught, nor for the three demographic co-variables. This study shows that teaching strategies that encourage student participation and reflections on learning increase student SE, regardless of the teaching format (i.e., face-to-face vs. online teaching). Moreover, the gains in SE are invariable to demographic co-variables.
由于新冠疫情导致的封锁，电子学习突然扩展到包括大学在内的不同教育层次。在西班牙，体育科学专业的学生在为期4年的学习项目中接受培训，以便在不同领域（包括体育教育）与不同人群（包括残疾人）开展工作。本研究的目的是：（1）评估疫情驱动的在线教学对一组参加适应性体育活动（APA）必修课程的大学生将残疾人纳入其中的自我效能感（SE）的影响；（2）将参加APA课程前后的SE提升情况与疫情前参加同一课程的学生样本进行比较；（3）根据性别、先前的SE培训以及先前与残疾人接触的经历这三个人口统计学变量，探讨其对SE分数的影响。该研究涉及124名大学生样本（22.1±2.6岁），分为两组：疫情前组（n = 86）和疫情期间组（n = 38）。他们自愿完成了针对残疾儿童的体育教师自我效能量表的西班牙语版本，获得了课程前后的测量数据。由于突然封锁，疫情期间课程的三分之二是在线授课，因此必须对教学策略和任务进行调整。两组在SE量表的三个子量表（智力残疾、身体残疾和视力残疾）上都取得了相似的提升（p < 0.001，效应量较大）。在组间比较以及所授课程的交互效应方面，未发现显著差异，在三个人口统计学协变量方面也未发现显著差异。本研究表明，鼓励学生参与和对学习进行反思的教学策略能够提高学生的SE，无论教学形式如何（即面对面教学与在线教学）。此外，SE的提升不受人口统计学协变量的影响。
