ICT-Driven instructional and assessment strategies for physical education in the new normal

Abstract

Technology shaped the educational system since it enabled teachers to build several instructional methods that are both flexible and effective. It is undeniable that the use of ICT-aided teaching strategies in physical education enable the Physical Education (PE) teachers to adapt to the shifting educational environment. It has been established that several forms of ICT-aided methods were utilized by physical education teachers based on the applicability of these strategies and the teachers’ abilities to put them into practice. The purpose of this study was to determine the use of ICT-aided strategies across HEIs and secondary schools. There were total of 130 PE instructors from HEIs and secondary schools who participated in the study. Descriptive-comparative design was employed to emphasize the need to determine how nominal characteristics influenced competencies. Notably, the findings indicated that demonstration-based assessment was applicable among HEIs because of the intensive physical education curriculum. Male PE instructors were more competent in applying formative assessment and demonstration-based assessment. Competency of PE instructors within these metrics was remarkably high with an emphasis on self-efficacy. Teachers’ engagement to ICT-aided strategies reflected their teaching competencies having traces of motivational, leniency, and flexible learning. Limitations of the study represent the need to assess other factors that were relevant in teaching other that being described (e.g., social, economic, organizational). Nevertheless, ICT-aided strategies transformed the competencies of PE instructors towards sustainable learning in new normal.