EXAMINING THE EFFECTIVENESS OF ONLINE SPORTS PROFESSIONAL DEVELPOMENT ON FACULTY MEMBERS’ DEADNESS AND CONFIDENCE

Abstract

This research sought to quantify the link between physical education and sports teachers' subject knowledge of web-technological pedagogy and their online learning readiness. It examined gender, school level, and tenure as possible factors of online learning readiness.  Methods:  In order to achieve this goal, the study recruited 180 volunteer PE and high school coaches.  A number of tools, including the researcher-prepared data form, were used to gather data for the study.  Additional measures were the Online Learning Readiness Scale and the Web-Technological Pedagogy Content Knowledge. A one-way analysis of variance (ANOVA), a T-test, linear regression, and Pearson's moment correlation coefficient (r) were used in the data analysis.  Everyone who took part in our program had extensive background knowledge in web-technological pedagogy and was well-prepared to study online.  Online learning is more easily adapted to by women than men, although neither gender nor length of service significantly differed in subject knowledge of web-technological pedagogy.  Continued research revealed a relatively strong correlation between familiarity with web-technological pedagogy and preparedness for online learning.  Some of the core concepts are online education, web-technological pedagogy, and physical education.  There has been a flurry of recent research on the concept of "technological readiness and online learning self-efficacy" in a number of disciplines.  The majority of studies examining this relationship have shown an inverse relationship between the two variables.  Finally, studies examining physical education at the university level are quite rare, especially in China.  In this research, 305 Chinese students participated in the PETE program to see whether their level of technical preparation was related to their confidence in their ability to learn online.