ArticleChildren (Basel, Switzerland)2025
Left Behind in Lockdown: How COVID-19 Deepened the Crisis in K-12 Physical Education.
Article in Children (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Stratified Fitness: Post-COVID Inequities in Physical Education Across Race, Class, and Dis/Ability in Connecticut Schools.Children (Basel, Switzerland) · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
BACKGROUND/
objectivesThe COVID-19 pandemic has notably disrupted K-12 education globally, significantly impacting physical education and student health outcomes. This qualitative study investigates how the pandemic affected student physical fitness, motivation, and equitable access to fitness opportunities, particularly from the perspective of physical education teachers. Guided by the Social Ecological Model, the research addresses how intrapersonal, interpersonal, organizational, community, and policy factors collectively influenced student physical fitness outcomes post-pandemic.
methodsA phenomenological methodology was employed, utilizing semi-structured interviews conducted via Zoom with eleven K-12 physical education teachers in Ventura County, Southern California. Participants were selected using criterion sampling, targeting educators experienced in teaching before, during, and after the pandemic. Thematic analysis with initial in vivo coding was used to authentically capture participant perspectives, supported by strategies like peer debriefing and member checking to enhance analytical rigor.
resultsFindings highlighted significant declines in student physical fitness post-pandemic, including reduced endurance, flexibility, and strength, accompanied by increased sedentary behaviors. Teachers reported pronounced decreases in student motivation and engagement, with heightened resistance to structured physical activities. Socioeconomic disparities deepened, disproportionately impacting economically disadvantaged students' access to fitness opportunities and nutrition. Additionally, physical education experienced systemic undervaluation, resulting in inadequate resources, inconsistent policy enforcement, and difficulties in accurately assessing students' fitness levels.
conclusionsThis study underscores the urgent necessity for systemic reforms to rejuvenate physical education programs and promote equitable health outcomes. Recommendations include increased funding, improved facilities, reduced class sizes, consistent policy enforcement, and enhanced administrative support.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.