Physical Education Teachers' Strategies in Increasing Student Participation in Online Learning: A Qualitative Case Study

Abstract

The transition to online learning poses significant challenges for Physical Education, a subject that emphasizes physical activity and direct interaction. This situation can lead to decreased student participation if learning is not designed adaptively and contextually. This study aims to analyze Physical Education teachers' strategies for increasing student participation in online learning through a qualitative approach with a case study design. The research subjects consisted of Physical Education teachers who actively implement online learning, while the research objects focused on learning strategies, teacher roles, and adaptation efforts to various obstacles. Data collection was conducted through in-depth interviews, online learning observations, and documentation studies. Data analysis used the stages of data reduction, data presentation, and thematic conclusion drawing. The results show that teachers implemented adaptive learning strategies through simple physical activities, the use of digital media, and flexible, participation-oriented assignments. Teachers acted as facilitators and motivators by building supportive communication and positive pedagogical relationships. Technical obstacles, the learning environment, and learning evaluation were addressed through a process of reflective adaptation and continuous strategy adjustment. The research findings confirm that creativity, flexibility, and the active role of teachers are key factors in increasing student participation in online Physical Education learning