Skip to main content

Advertisement

Log in

Physical education using YouTube and text instructions in the context of the COVID-19 pandemic

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Numerous research investigations have explored various approaches to online sports instruction; however, limited data exist regarding students’ perspectives on the use of video and text-based instructional techniques. This paper endeavours to examine the impact of two asynchronous online physical learning methods (the YouTube method and the text instruction method) on students’ practical skill proficiency while also ascertaining their opinions and preferences regarding instructional methodologies. The method of quasi-experiment with no control group was used. One hundred and twelve students from Henan University participated in the study. This study involved participants enrolled in a distance learning program ranging in age from 35 to 45 years. The researchers employed a stratified random sampling technique to recruit the participants. The results of the RM-ANOVA showed that the average post-test scores of the students for both the YouTube method and the method using test instructions had significant differences from the pre-test scores. The conclusions of this study underscore the effectiveness of both asynchronous online learning methods in enhancing students’ practical skills. These findings indicate the potential of both methods to achieve superior educational outcomes compared to students’ initial skill levels. Based on the research results, a combination of teaching methods utilizing YouTube video hosting and textual instructions for online physical education learning can be recommended.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

Explore related subjects

Discover the latest articles and news from researchers in related subjects, suggested using machine learning.

Data availability

Data will be available on request.

References

  • Akhitova, R. (2023). Kaizen continuous improvement technology in the educational process of future computer science teachers: A case study in Kazakhstan. Global Journal of Engineering Education, 25(3), 163–170. Retrieved July 12, 2022, from http://www.wiete.com.au/journals/GJEE/Publish/vol25no3/03-Akhitova-R.pdf. Accessed 14 Feb 2024.

  • Amro, H. J., Mundy, M. A., & Kupczynski, L. (2015). The effects of age and gender on student achievement in face-to-face and online college algebra classes. Research in Higher Education Journal, 27, EJ1056178.

    Google Scholar 

  • Aquino, J. M. (2022). Students’ evaluation in the developed video-based learning materials for physical education in higher education institutions (HEIs). Edu Sportivo: Indonesian Journal of Physical Education, 3(2), 111–124. https://doi.org/10.25299/es:ijope.2022.vol3(2).9428

    Article  Google Scholar 

  • Bardakcı, S. (2019). Exploring high school students’ educational use of YouTube. International Review of Research in Open and Distributed Learning, 20(2), 260–278. https://doi.org/10.19173/irrodl.v20i2.4074

    Article  Google Scholar 

  • Boté, J. J. (2019). Lack of standards in evaluating YouTube health videos. Revista Cubana de Información en Ciencias de la Salud, 30(2), e1357.

    Google Scholar 

  • Bourdas, D. I., & Zacharakis, E. D. (2020). Impact of COVID-19 lockdown on physical activity in a sample of Greek adults. Sports, 8(10). https://doi.org/10.3390/sports8100139

    Article  Google Scholar 

  • Cao, D. W., Liu, C., Wang, S., Wang, X. L., & Wu, W. F. (2018). Research and application of multimedia digital platform in the teaching of college physical education course. Journal of Intelligent & Fuzzy Systems, 34(2), 893–901. https://doi.org/10.3233/JIFS-169383

    Article  Google Scholar 

  • Centers for Disease Control and Prevention (2022). Overcoming Barriers to Physical Activity. United States. Retrieved July 12, 2022, from https://www.cdc.gov/physicalactivity/basics/adding-pa/barriers.html. Accessed 14 Feb 2024.

  • Cugusi, L., Di Blasio, A., & Bergamin, M. (2021). The social media gym-class: Another lesson learnt from COVID-19 lockdown. Sport Sciences for Health, 17(2), 487–488. https://doi.org/10.1007/s11332-021-00747-6

    Article  Google Scholar 

  • Dwyer, M. J., Pasini, M., De Dominicis, S., & Righi, E. (2020). Physical activity: Benefits and challenges during the COVID-19 pandemic. Scandinavian Journal of Medicine & Science in Sports,30(7), 1291–1294. https://doi.org/10.1111/sms.13710

  • Filiz, B., & Konukman, F. (2020). Teaching strategies for physical education during the COVID-19 pandemic. Journal of Physical Education Recreation & Dance, 91(9), 48–50. https://doi.org/10.1080/07303084.2020.1816099

    Article  Google Scholar 

  • Foster, D. (2020). Factors influencing the popularity of YouTube videos and users’ decisions to watch them. University of Wolverhampton.

  • Gallè, F., Sabella, E. A., Ferracuti, S., De Giglio, O., Caggiano, G., Protano, C., Valeriani, F., Parisi, E. A., Valerio, G., Liguori, G., Montagna, M. T., Spica, V. R., Da Molin, G., Orsi, G. B., & Napoli, C. (2020). Sedentary behaviors and physical activity of Italian undergraduate students during lockdown at the time of COVID – 19 pandemic. International Journal of Environmental Research and Public Health, 17(17). https://doi.org/10.3390/ijerph17176171

    Article  Google Scholar 

  • Haisan, A. A., & Grosu, E. F. (2021). Mining student’s satisfaction towards innovative methods for teaching physical education online during the Covid-19 pandemic. In L. G. Chova, A. Lopez, & I. C. Torres (Eds.), Proceedings of ICERI2021 Conference (pp. 3494–3503). IATED Academy. https://doi.org/10.21125/iceri.2021.0853

  • Hwang, G. H., Kuo, T. H., Cao, Y. H., & Su, Y. H. (2017). The influence of age on amateur learners’ preferences of learning erhu. Journal of Liberal Arts and Social Sciences, 13(1), 1–28.

    Google Scholar 

  • Jahangiry, L., Farhangi, M. A., Shab-Bidar, S., Rezaei, F., & Pashaei, T. (2017). Web-based physical activity interventions: A systematic review and meta-analysis of randomized controlled trials. Public Health, 152, 36–46. https://doi.org/10.1016/j.puhe.2017.06.005

    Article  Google Scholar 

  • Jumareng, H., Setiawan, E., Patah, I. A., Aryani, M., & Asmuddin Gani, R. A. (2021). Online learning and platforms favored in physical education class during COVID-19 era: Exploring student’ perceptions. International Journal of Human Movement and Sports Sciences, 9(1), 11–18. https://doi.org/10.13189/saj.2021.090102

    Article  Google Scholar 

  • Kara, M., Erdogdu, F., Kokoç, M., & Cagiltay, K. (2019). Challenges faced by adult learners in online distance education: A literature review. Open Praxis, 11(1), 5–22. https://doi.org/10.5944/openpraxis.11.1.929

    Article  Google Scholar 

  • Kayumova, M., Xembayeva, S., Fominykh, N., Pfeifer, N., & Zumadirova, K. (2022). The development of research activity with schoolchildren. World Journal on Educational Technology: Current Issues, 14(3), 740–756. https://doi.org/10.18844/wjet.v14i3.7327

    Article  Google Scholar 

  • Kintonova, A., Povkhan, I. F., Sabitov, A., Tokkuliyeva, A., & Demidchik, N. (2022). Online learning technologies. In 2022 IEEE 7th international energy conference (ENERGYCON) (pp. 1–8). IEEE. https://doi.org/10.1109/ENERGYCON53164.2022.9830387

  • Kirbas, S. (2020). The views of physical education and sports teaching instructors on education in the COVID-19 period. Journal of Education and Learning, 9(6), 196–205. https://doi.org/10.5539/jel.v9n6p196

    Article  Google Scholar 

  • Martínez-de-Quel, Ó., Suárez-Iglesias, D., López-Flores, M., & Pérez, C. A. (2021). Physical activity, dietary habits and sleep quality before and during COVID-19 lockdown: A longitudinal study. Appetite, 158,. https://doi.org/10.1016/j.appet.2020.105019

    Article  Google Scholar 

  • Matias, T. S., & Dominski, F. H. (2020). The COVID-19 pandemic challenges physical activity with two emerging paradigms. Revista Brasileira De Atividade Física & Saúde, 25, 1–6. https://doi.org/10.12820/rbafs.25e0113

    Article  Google Scholar 

  • Miller, C. J., Smith, S. N., & Pugatch, M. (2020). Experimental and quasi-experimental designs in implementation research. Psychiatry Research, 283, 112452. https://doi.org/10.1016/j.psychres.2019.06.027

    Article  Google Scholar 

  • Morin, D., Fard, H. S., & Saadé, R. G. (2019). Understanding online learning based on different age categories. Issues in Informing Science and Information Technology, 16, 307–317. https://doi.org/10.28945/4313

    Article  Google Scholar 

  • Mujiono, M., & Gazali, N. (2021). Literature review: Physical education in the Covid-19 pandemic. JUARA: Jurnal Olahraga, 6(1), 50–63. https://doi.org/10.33222/juara.v6i1.1054

    Article  Google Scholar 

  • Nurulfa, R., Motto, C. A., Dlis, F., Tangkudung, J., Lubis, J., & Junaidi, J. (2021). Physical education survey during the COVID-19 pandemic in Eastern Indonesia. International Journal of Human Movement and Sports Sciences, 9(4), 668–675. https://doi.org/10.13189/saj.2021.090410

    Article  Google Scholar 

  • Rezapour, F., & Moharramzadeh, M. (2021). Developing an efficiency model for virtual educational plan of physical education in schools (Case study: Covid-19 pandemic). Research on Educational Sport, 9(23), 99–128.

    Google Scholar 

  • Satyawan, I. M., Wahjoedi, W., & Swadesi, I. K. I. (2021). The effectiveness of online learning through Undiksha e-learning during the Covid-19 pandemic. Journal of Education Technology, 5(2), 191–199. https://doi.org/10.23887/jet.v5i2.32364

    Article  Google Scholar 

  • Simonds, T. A., & Brock, B. L. (2014). Relationship between age, experience, and student preference for types of learning activities in online courses. Journal of Educators Online, 11(1), EJ1020106. https://doi.org/10.9743/jeo.2014.1.3

    Article  Google Scholar 

  • Vancini, R. L., Viana, R. B., dos Santos Andrade, M., de Lira, C. A. B., Nikolaidis, P. T., de Almeida, A. A., & Knechtle, B. (2021). YouTube as a source of information about physical exercise during COVID-19 outbreak. International Journal of Sport Studies for Health, 4(2), e123312. https://doi.org/10.5812/intjssh.123312

    Article  Google Scholar 

  • Weakley, J. J. S., Wilson, K. M., Till, K., Read, D. B., Darrall-Jones, J., Roe, G. A., Phibbs, P. J., & Jones, B. (2019). Visual feedback attenuates mean concentric barbell velocity loss and improves motivation, competitiveness, and perceived workload in male adolescent athletes. The Journal of Strength & Conditioning Research, 33(9), 2420–2425. https://doi.org/10.1519/JSC.0000000000002133

    Article  Google Scholar 

  • Wunsch, K., Kienberger, K., & Niessner, C. (2022). Changes in physical activity patterns due to the COVID-19 pandemic: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 19(4). https://doi.org/10.3390/ijerph19042250

    Article  Google Scholar 

  • Yang, Y., & Koenigstorfer, J. (2020). Determinants of physical activity maintenance during the Covid-19 pandemic: A focus on fitness apps. Translational Behavioral Medicine, 10(4), 835–842. https://doi.org/10.1093/tbm/ibaa086

    Article  Google Scholar 

  • Yelbayeva, Z., & Mynbayeva, A. (2017). School policy of Kazakhstan in conditions of globalization. Man in India, 97(21), 381–392.

    Google Scholar 

  • Yu, J., & Jee, Y. (2020). Analysis of online classes in physical education during the COVID-19 pandemic. Education Sciences, 11(1). https://doi.org/10.3390/educsci11010003

    Article  Google Scholar 

  • Yücekaya, M. A., Sağin, A. E., & Uğraş, S. (2021). Physical education and sports lesson in distance education: Content analysis of videos on Youtube. IJERI: International Journal of Educational Research and Innovation, 15, 533–551. https://doi.org/10.46661/ijeri.5766

    Article  Google Scholar 

  • Zhang, M., Mai, J., & Liao, Z. (2021). Coronavirus pandemic during the period of university student physical education satisfaction investigation and research on sports consciousness. In B. Bozoğlan, & M. Dixit (Eds.), 2021 2nd International Conference on Mental Health and Humanities Education (ICMHHE 2021), (pp. 220–226). Atlantis Press. https://doi.org/10.2991/assehr.k.210617.068

Download references

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Yan Huang.

Ethics declarations

Competing interests

The authors declare that they have no competing interests.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendices

Appendix 1

Student Learning Preferences Questionnaire.

  1. 1.

    Which method do you prefer?

  2. 2.

    Which learning method is more useful in your opinion?

  3. 3.

    Which method is more impressive?

  4. 4.

    Which method is more useful for understanding the training material?

  5. 5.

    Which method is more helpful for memorizing in your opinion?

  6. 6.

    Which method is more useful for increasing interest in learning?

  7. 7.

    Which method makes it easier to learn?

  8. 8.

    Which method will make you feel more confident when exercising in the gym?

  9. 9.

    Which method allowed you to achieve more, in your opinion?

  10. 10.

    Which method will you continue to use?

Appendix 2

Open-ended questions to explore students’ perceptions of learning.

1. Describe the advantages of the YouTube method.

2. What are the disadvantages of the YouTube method?

3. Do you have any suggestions about the YouTube method?

4. What are your achievements when using the YouTube method? Please, give a possible explanation for the reasons.

5. Describe the advantages of the text instructions method.

6. What are the disadvantages of the text instructions method?

7. Do you have any suggestions about the method of text instructions?

8. What are your achievements when using the text instructions method? Please, give a possible explanation for the reasons.

Appendix 3

Guidelines for the Final Examination.

  1. 1.

    Ushu:

    • Exercise “Two-Leg Stance”: Stand upright with your feet shoulder-width apart. Slightly bend your knees. Place your hands in front of you, slightly bent at the elbows, palms facing downwards. Focus your attention and take a deep breath while smoothly raising your arms upwards, lifting yourself onto your toes. Gradually reach a high point. Then, slowly descend, relaxing your arms.

    • Exercise “Hip Rotation”: Stand upright with slightly bent knees. Place your hands on your hips. Rotate your torso to the right while simultaneously turning your hips to the left. Then return to the starting position and repeat the movement in the opposite direction.

    • Exercise “Relieving Tension”: Sit on your heels, with the soles of your feet resting on the floor. Straighten your back, relax your shoulders, and place your hands on your thighs. Focus your attention and take a deep breath. During exhalation, slowly lean forward, attempting to touch the floor with your forehead. Remain in this position for a few seconds, then return to the starting position.

  2. 2.

    Tai Chi Gymnastics:

    • “Head Turns”: Stand upright and slowly turn your head to the left, attempting to look over your shoulder. Hold this position for a few seconds, then turn your head to the right.

    • “Lifting the Sky”: Stand with your feet shoulder-width apart. Slowly raise your arms upwards, slightly bent at the elbows, as if pushing against an invisible sky. Then slowly lower your arms down.

    • “Tail Swinging”: Stand upright with your feet shoulder-width apart. Let your arms hang down freely along your body. By bending your knees, gently sway your hips from side to side as if swaying your tail. Continue this movement for some time, gradually increasing the range of motion.

  3. 3.

    Tai Chi Gymnastics:

    • “Head Turns”: Stand upright and slowly turn your head to the left, attempting to look over your shoulder. Hold this position for a few seconds, then turn your head to the right.

    • “Lifting the Sky”: Stand with your feet shoulder-width apart. Slowly raise your arms upwards, slightly bent at the elbows, as if pushing against an invisible sky. Then slowly lower your arms down.

    • “Tail Swinging”: Stand upright with your feet shoulder-width apart. Let your arms hang down freely along your body. By bending your knees, gently sway your hips from side to side as if swaying your tail. Continue this movement for some time, gradually increasing the range of motion.

  4. 4.

    Qigong Gymnastics:

    • “Arm Spreading”: Stand upright with slightly bent knees. Place your hands in front of your chest, palms facing downwards. Spread your arms out to the sides, gently extending your fingers. Hold this position for a few seconds, then bring your hands together in front of you.

    • “Hip Twist”: Stand upright with your feet shoulder-width apart. Raise your arms forward to shoulder level, palms facing downwards. Bend one leg at the knee and twist the hip of that leg to the side, simultaneously turning your torso in the opposite direction. Then return to the starting position and repeat the movement on the opposite side.

    • “Back Straightening”: Stand upright with your feet shoulder-width apart. Slowly raise your arms upward, stretching your body. During exhalation, begin to lean forward, directing the upper part of your body downward. Lower yourself as far as comfortable. Hold this position for a few seconds, then slowly return to the starting position.

  5. 5.

    Katsuzo Nishi’s Health System:

    • “Sun Stretch”: Stand upright, and extend your arms forward with palms facing downwards. Slowly raise your arms above your head, stretching your body. Then, exhale and lean sideways, trying to touch the opposite leg with one hand, holding for a few seconds. Repeat on the other side.

    • “Head Circles”: Stand upright, and lower your arms down. Slowly begin to circle your head in one direction, making complete rotations. Perform several rotations, then repeat in the opposite direction.

    • “Spine Stretch”: Sit on the floor with your legs extended in front of you. Bend one leg and place the foot on the outer side of the opposite thigh. Raise your arms up, slightly bending them at the elbows. Slowly lean forward, trying to touch your foot with your hands. Hold this position for a few seconds, then repeat on the other side.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ning, C., Huang, Y. Physical education using YouTube and text instructions in the context of the COVID-19 pandemic. Educ Inf Technol 29, 25013–25034 (2024). https://doi.org/10.1007/s10639-024-12824-7

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-024-12824-7

Keywords