Promoting Student Autonomy and Competence Using a Hybrid Model for Teaching Physical Activity

For approximately twenty-years, Web-enhanced learning environments have been
popular in higher education. Much research has examined how best practices can
integrate technology, pedagogical theories, and resources to enhance learning.
Numerous studies of hybrid teaching have revealed mostly positive effects. Yet,
very little research has examined how to teach a successful physical activity course
using a hybrid format. Review of the literature: We reviewed the research
regarding the design and implementation of a Web-enhanced physical activity
course in a college population using pedagogical principles of learning and the
self-determination theory. Method: Data were collected from students at the
beginning and end of the course. The hybrid course consisted of completing
weekly online activities, and selecting and participating in a face-to-face physical
activity based on student’s choice. Conclusion: The authors propose this template
as a model to assist faculty in designing and implementing a blended physical
activity course.