Research in Dance and Physical Education
[ Article ]
Research in Dance and Physical Education - Vol. 5, No. 1, pp.21-31
ISSN: 2586-1034 (Online)
Print publication date 30 Apr 2021
Received 28 Feb 2021 Revised 05 Apr 2021 Accepted 06 Apr 2021

Rethinking Comprehensive Physical Education for Young Learners with COVID-19

Chanmin Park*
Inha University, Republic of Korea, Professor

Correspondence to: *Email address:


COVID-19 pandemic is causing drastic changes in the exiting educational environment. Korean government guidelines on the physical distance between people, banning indoor physical activities, and restricting even outdoor physical education in educational institutions promote physical inactivity among young learners. General subjects in schools have been replaced by virtual education, but physical education still exposes the following challenges: First of all, physical education teachers and students often experience a lack of systematic platforms in virtual physical education. It is difficult to change the contents of physical education for virtual learning even if they change the contents, the environment imposed on young students varies too much by an individual to carry out and learn the contents correctly. Secondly, physical education teachers are not familiar with legal issues of various educational content needed for virtual learning, and there is a great fear of legal punishment regarding infringement of copyright and intellectual property of educational contents. Lastly, for young students, effective communication with teachers is becoming more difficult compared to the traditional face-to-face physical education setting. The paradigm shift, which boldly breaks away from existing learning objectives and provides sufficient infrastructure to prevent learners from receiving inequality in physical education, and maintains healthy physical strength through easy content, will be the way to overcome the changing educational environment due to COVID-19 pandemic.


COVID-19, Physical Education, Physical Inactivity, Virtual Learning


  • Anifowoshe, O., Aborode, A. T., Ayodele, T. I., Iretiayo, A. R., & David. O. O. (2020). Impact of COVID-19 on education in sub-saharan Africa. Preprints, 2020070027
  • Burtscher, J., Burtscher, M., & Millet, G. P. (2020). (Indoor) isolation, stress, and physical inactivity: Vicious circles accelerated by COVID-19? Scandinavian journal of medicine & science in sports,30(8), 15441545. []
  • Choi, Y. A. (2020). A study on changes and measure of outdoor PE lessons due to fine dusts [Unpublished Thesis], Inha University.
  • Chung, H. J. (2021). An archaeological discourse analysis of physical education as challenging in South Korea primary schools. Asia Pacific Journal of Education. []
  • Cole, P. G., & Chan, K. S. (1994). Teaching principles and practice. New York: Prentice Hall.
  • Donovan, T., Bates, T., Seaman, J., Mayer, D., Martel, E., Paul, R., Desbiens, B., Forssman, V., & Poulin, R. (2019). Tracking online and distance education in Canadian universities and college 2018. Canadian Digital Learning Research Association.
  • Duraku, Z. H., & Hoxha, L. (2020). The impact of COVID-19 on education and on the well-being of teachers, parents, and students: Challenges related to remote (online) learning and opportunities for advancing the quality of education.
  • Hwang, G. (2020). A study on the difficulties and improvement plan of virtual physical education class in elementary school [Unpublished Thesis], Inha University.
  • Korea Education and Research Innovation Service (KERIS) (2020). 2020 White Paper on ICT in Education in Korea.
  • Korean Copyright Commission (2015). Introduction of the Korean Copyright System.
  • Korean Law Information Center (2020). Enforcement Decree of the Framework Act on Intellectual Property. +property&x=0&y=0#liBgcolor0
  • Lee, D. J.,& Kim, M. (2020). University students' perceptions on the practice of online learning in the COVID-19 situation and future directions. Multimedia Assisted Language Learning, 23(3), 359-377.
  • Oh, J. S. (2020). The difficulties and improvement of elementary English teacher in Distance Education: A qualitative analysis through in-depth interview [Unpublished Thesis], Gyeongin National University of Education.
  • Park, T., Lee, J. (2016). The effect of class environment of P.E. class on high school students' flow and education satisfaction. The Korean Journal of Sport, 14(3), 339-348.
  • Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group.
  • Stanchevici, D., & Siczek, M. (2019). Performance, interaction, and satisfaction of graduate EAP students in a face-to-face and an online class: A comparative analysis. TESL Canada Journal, 36(3), 132-153. []
  • Statistics Canada (2018). Canadian post-secondary enrollments and graduates, 2106/2017.
  • UNESCO(2020). Education during COVID-19 and beyond. The United Nations Educational, Scientific and Cultural Organization. Paris, France.
  • VEDAMO(2020). What is virtual learning?
  • Xin, X., Lee, K., & Oh, S. (2019). A comparative analysis on the new revised physical education curriculum of high school in Korea and China. Korean Journal of Sport Science, 31(4), 540-554. []
  • Yang D. S., Cho, G. S., & Yoo, E. H. (2020). The reality and improvement plan of elementary school physical education class to deal with corona-19. The Korean Society of Elementary Physical Education, 26(2), 131-144. []