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Higher education institutions often provide physical education activity courses designed to meet learning outcomes associated with physical activity. However, these activity courses were shifted online during the COVID-19 pandemic. This study investigated the impact of an online learning environment on educational outcomes of physical activity courses. Final reflection assignments from a variety of 7-week activity courses were analyzed. Students reflected on the execution of a personal fitness plan, goals, goal progress, barriers, and personal impact on purposeful physical activity. Qualitative document analysis was used to determine themes and to identify patterns. Four major categories emerged across the reflections: physical activity plan, motivation, barriers, and future plans. Students discussed creating and modifying individual physical activity plans. Motivating factors for physical activity were both internal and external, including class accountability and available time and locations to be active. A variety of barriers were identified, including illness and injury and psychosocial factors. Finally, students indicated a desire to continue to be active beyond the class environment. Overall, our results suggest students still met learning outcomes even in online learning environments. In fact, students were able to retain the well-being benefits typically associated with physical activity. Additionally, these courses provided a sense of accountability and students felt the instructors played a key role in their overall enjoyment.

Physical education teacher education (PETE) programs require authentic, quality field experiences for their preservice teachers. Faculty often seek alternative experiences to public-school placements due to limited space, class size, location, and overwhelmed local schools. One opportunity in the surrounding community of many universities is the homeschooled student population. Creating a homeschool physical education program can bring K-12 students to campus. This article highlights four PETE programs creating alternative, authentic teaching experiences through their university homeschool physical education programs. Each snapshot discusses hosting, logistics, marketing, and funding.

Introduction: During the COVID-19 pandemic, measures implemented to protect community health may have influenced how and where people engaged in physical activity. In rural communities, access to resources, the environment, and socioeconomic status could play a role in how adults are physically active. Our study examined locations where rural residents of a county in western North Carolina engaged in physical activity early in the COVID-19 pandemic, their reasons for being physically active, and their perceptions of benefits and barriers related to engaging in physical activity., Methods: Rural adults (N =297) completed an online survey from August 3 through September 15, 2020, describing their physical activity during the summer of 2020. Data were analyzed using nonparametric measures., Results: Survey respondents frequently engaged in physical activity in the home (57.8%), at parks or on trails (45.3%), and around their neighborhood (39.4%). The most common types of physical activities at parks or on trails were walking and hiking (99.5%). Across all locations, the most frequently reported reasons for engaging in physical activity were getting out of the house, maintaining fitness and mental health, and exercising., Conclusion: Our study showed many locations where rural residents were physically active and their reasons for participating in physical activity during the pandemic. Data about perceived benefits of and barriers to physical activity during the pandemic can assist in meeting the current need to increase physical activity levels in rural communities.