Teacher’s Ability in Preparing Lesson Plans for English as a Foreign Language During the Pandemic in the Senior High School

There are still many students who do not follow online learning well. Students who are not focused on online learning. In addition, there are still many teachers who find it challenging to design appropriate learning for students. This will have an impact on learning activities that cannot run optimally, especially in English subjects. The negative impact of this is that the ability of students will decrease. This study aims to analyze the teacher's ability to prepare EFL lesson plans through Google Classroom, the teacher's obstacles in compiling EFL lesson plans through Google Classroom, and students' obstacles in learning English as a foreign language (EFL) through Google Classroom. The method used in this study is a mixed-method. The method used to collect data is observation, interviews, and questionnaires. The instrument used to collect data is a questionnaire. Before data collection, the three instruments were validated and tested empirically. The technique used to analyze the data is descriptive qualitative and quantitative statistics. The results showed that the ability of teachers to prepare EFL lesson plans through Google Classroom was still lacking. In addition, EFL students also encounter obstacles in learning English as a foreign language (EFL) through Google Classroom. This is an open-access article under the CC BY-SA license. Copyright © 2021 by Author. Published by Universitas Pendidikan Ganesha.

INTRODUCTION
English is one of the essential international languages to be mastered or studied (Albaladejo et al., 2018;Zakarneh et al., 2020). Although Indonesian is a foreign language, it occupies an important position in people's daily lives. English is one of the lessons taught to students from elementary to tertiary levels (Basri, 2018;Yusuf & Mabagits, 2020). The Indonesian government began to introduce English as early as possible. English is directed at developing skills to communicate and discourse in English at a certain literacy level (Ho, 2020;Mahmoudi et al., 2012). The goal of learning English is to provide students' academic English skills that are used to support important skills, namely listening, speaking, reading, and writing (Albashtawi & Al Bataineh, 2020;Asghar et al., 2018;Lou et al., 2013).
However, the current learning is conducted online (Durnali, 2020;Hong et al., 2021). This was caused by the Covid-19 pandemic (Chang et al., 2020;Giovannella, 2021). Online learning is carried out to reduce the spread of this covid-19 virus. For learning to run smoothly, all teachers must carry out online learning (Mishra et al., 2020;Wei et al., 2021). EFL students continue their education through online learning and via video calls with their teacher via Zoom, Google Classroom, and Schoology (Başöz & Çubukçu, 2014;Khalil, 2018). EFL was introduced in the face-to-face or one-sided classroom interaction, before the Covid-19 Pandemic. However, it is been a year since students were learning from home due to the Pandemic.
The problem today is that there are still many students who do not follow online learning well (Asmuni, 2020;Mustakim, 2020). Previous research stated that many students did not focus on online learning (Dewa et al., 2020;Fitriyani et al., 2020). In addition, many teachers still find it challenging to design appropriate learning for students (Ariyanti, 2020;Rigianti, 2020). In addition, many students do not have the facilities and infrastructure used for online learning (Mansyur, 2020;Robandi & Mudjiran, 2020). Based on the results of observations made at SMAN 1 Singaraja, it was found that teachers only gave assignments during online learning so that students felt bored in learning. This will have an impact on learning activities that cannot run optimally, especially in English subjects. The negative impact of this is that students' abilities will decrease.
Previous research findings analyzed the second semester of English students at Megarezky University as the sample of their research (Sukmawati & Nensia, 2019). The samples were chosen because they have been using Google Classroom as the media of the teaching-learning process. This study used descriptive qualitative as a method of the research. The main objective of the research is to study Google Classroom's role in teaching the English language (ELT). This study has helped the decision-makers of higher schools understand better how their students use Google Classroom. It is supposed to have helped measure the students' level of attention to the technology mentioned above. Google Classroom provides many features to help a classroom activity together (Alimin & Saad, 2019;Subandoro & Sulindra, 2019). Many common features such as collaborative editing, verification, and analysis have served as features (Guswara, 2020;Khalil, 2018).
In addition, Google Classroom allows users to collaborate and establish a joint activity. In an EFL class, cooperative learning and the element of 4 common exchange ideas such as peer review, peer editing, and feedback are typically carried out together (Albashtawi & Al Bataineh, 2020;Ali & Maksum, 2020). These aspects are typically done manually. The time is limited for the teaching-learning process alone, while excessive attention maintenance is used to evaluate, edit and provide feedback, as it is performed in relative limits (time, space, and energy) (Mahitsa & Mahardini, 2020;Wan Hassan et al., 2020). Previous research findings suggest that the use of handheld learning devices can increase students' motivation because they have personalized learning, provide global access, and easy-to-use information (Churchill et al., 2013;Okai-Ugbaje et al., 2020). Other research also states that the use of Google Classroom can help students learn online because it has features that can be used during learning (Albashtawi & Al Bataineh, 2020;Guswara, 2020).
The researcher compares it with the previous studies stated above. From the previous studies mentioned above, none of those concentrate on the planning of a lesson plan during EFL through the online learning platform teaching-learning process. Though it discussed EFL, the difference was found in this study that it brings something new to discuss, which is the planning of lesson plan that being discussed by the EFL teacher during the Pandemic in SMAN 1 Singaraja. The main focus of this research was on teachers' ability and limitation in the preparation of EFL lesson plans as well as the constraints of students in EFL learning of the SMAN 1 Singaraja Google classroom platform. The so-called Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris or EFL Teacher's Coordinator Group have been organizing lessons plans before the Covid-19 pandemic. EFL teachers employed EFL lesson plans in face-to-face or unilateral contact in the SMAN 1 Singaraja using these corrupted lesson plans. After the Covid-19 pandemic outbreak, the EFL learning processes were alternating with an online learning platform by the Ministry of National Education and Culture. The purpose of this research is to measure and identify the ability of EFL teachers in preparing, and the obstacles found and the obstacles of students in learning EFL through Google Classroom at SMAN 1 Singaraja.

METHOD
The method used in this study is a mixed-method. The methods used to collect data are observation, interviews, and questionnaires. The instrument used to collect data is a questionnaire. There was one EFL teacher recruited for the research subjects. The students were also recruited from the two classes for the research subject. However, 60 students returned the questionnaire. The students for X grade in SMAN 1 Singaraja were also the subject of this research. For the EFL students, it is still very new for them to learn English using Google Classroom. The students practice together to learn the use of Google Classroom step by step with their teacher because this pandemic situation requires them to continue studying online. Both teachers and students use this Google Classroom for their online classroom. The technique used to analyze the data is qualitative and quantitative statistical analysis.

Result
Preparing lesson plans for EFL through Google Classroom was measured by eight aspects, such as 1) relation of learning indicators with basic competency, 2) relation of learning materials, learning indicators with basic competency, 3) relation learning methods or techniques with learning materials, 4) learning indicators with basic competency, 5) relation of learning procedures or steps in EFL, 6) relation of evaluation and learning indicators, 7) relation of Information Technology to EFL and 8) using Information Technology, especially Google Classroom platform in EFL. The lesson plans prepared by one teacher were evaluated by two independent evaluators to ensure reliability and validity of measurement. Data on the teacher's ability in preparing lesson plans for EFL through Google Classroom in SMAN 1 Singaraja are shown in the following tables. Based on the results of data analysis, shows that the teacher's ability mean score in preparing lesson plans for EFL through Google Classroom = 67.50.
The teacher's ability mean score was categorized, that is in the moderate category (mean ± 1 standard deviation or 67.50 ± 1.73). The variability of scores of EFL teachers is not very large (variance statistic = 2.99). The range statistic = 5.00 between the minimum and maximum scores. When analyzed per aspect, the teacher's ability in relating learning materials, learning indicators with basic competency, as well as relating learning methods or techniques with learning materials for basic competencies 2 and 3 was still lacking. Teacher's ability lacks in relating learning methods or techniques with learning materials, learning materials for basic competency 1, as well as less able to relate learning materials, learning indicators with basic competency, as well as relating learning methods or techniques with learning materials for basic competencies in basic competency 4. Finally, the teacher's ability was still lacking in relating learning methods or techniques with learning materials for basic competency 1, as well as lack to relate learning materials, learning indicators with basic competency, as well as relating learning methods or techniques with learning materials for basic competencies 1, 2 and 4.
In preparing lesson plans for EFL through Google Classroom, the EFL teacher found difficulties or constraints. The teacher was asked to rate their ability in preparing lesson plans as objectively as possible as they experienced. After self-rating, the teacher has to described sources or descriptions of constraints in each aspect of lesson plans. Based on the results of the data analysis shows constraints or difficulties found by the teacher in preparing lesson plans for EFL through Google Classroom in SMAN 1 Singaraja. The teacher found difficulty in aspect 1 especially in stating learning indicators using operational and measurable words as well as finding learning indicators relevant to the basic competency; in aspect 2 especially in preparing learning materials incorporating principles of authenticity, context, variation, relevant and consistent to the basic competency and learning indicators; in aspect 3 especially in selecting learning methods or techniques based on teacher's ability, learning materials, students' characteristics, and in aspect 4 especially in stating basic competency as well as learning indicators; in aspect 5 especially in conducting learning evaluation containing aspects of reliability, validity, objectivity, and consistent with efficiency.
Students also found difficulty in learning EFL through Google Classroom in SMAN 1 Singaraja. Their constraints were probed in twenty items. In general, the items asked them to disclose some facilitative and technical problems or difficulties in learning EFL through Google Classroom. Based on the results of data analysis shows that students found difficulties or constraints in 1) understanding EFL through the Google Classroom learning platform (36.14%), 2) disliking EFL through the Google Classroom learning platform (36.14%) 3) being demotivated in learning EFL through Google Classroom learning platform (36.14%), 4) being negatively perceived in learning EFL through Google Classroom platform (36.14%), and 5) perceiving positively to provide them with rich with learning materials, plenty of examples, or varied illustrations (36.14%).
The research findings show that EFL teacher's ability to prepare lesson plans for EFL through Google Classroom in SMAN 1 Singaraja was still lacking. More specifically, the teacher was lacks in 1) stating the learning indicators using operational and measurable words, 2) identifying learning indicators which are relevant to basic competency, 3) selecting learning materials which incorporate principles of authenticity, context, and variation, 4) choosing learning materials which are relevant, consistent, and sufficient to the basic competency and learning indicators, 5) selecting learning methods or techniques suited to students' characteristics, 6) selecting learning methods or techniques matched with basic competency as well as learning indicators., 7) determining learning steps with association and communication, 8) designing evaluation with aspect of objectivity, consistency, and efficiency, 9) choosing on-line learning platform matched with own knowledge and efficient learning paradigm.

Discussion
A lack of self-motivation causes teachers' ability to prepare lesson plans to improve learning adapted to current conditions (Avramidis & Norwich, 2002;Erichsen & Reynolds, 2020). In addition, the low ability of teachers to use technology is also an obstacle in online learning (Chin & Wang, 2021;Zhang et al., 2021).
Currently, teachers must learn and adapt to developments so that learning can run optimally. In addition, teachers must also be able to use technology positively for learning so that learning becomes interesting (Fakhruddin et al., 2019;Summak et al., 2010). The success of learning is one of the main goals that the teacher must achieve. Technology will make it easier for teachers to achieve learning goals. In addition, the use of technology in learning can improve a more pleasant learning atmosphere so that students are more motivated in learning (Almusawi et al., 2021;Bravo et al., 2015).
In addition, the main problem facing teachers is that EFL teachers and students are not provided with the high bandwidth or strong internet connection that online courses require and thus fail to pursue their virtual learning (Shodiq & Zainiyati, 2020;Windhiyana, 2020). In addition, EFL teachers and students are not strictly computer literate. Most of them cannot manage computers well or even operate basic programs such as Microsoft Word and PowerPoint, let alone Google Classroom (Soewarno et al., 2016;Wahyono et al., 2020). Time management is complex for EFL teachers and students as online learning takes much time and intensive work. Self-motivation in e-learning is an essential requirement (Durnali, 2020;Pratiwi et al., 2016).

CONCLUSION
The EFL teacher lacks the ability in stating learning indicators clearly. In addition, the EFL teacher was constrained in stating learning indicators using operational and measurable words as well as finding learning indicators relevant to the basic competency, preparing learning materials incorporating principles of authenticity, context, variation, relevant and consistent to the basic competency and learning indicators, selecting learning methods or techniques based on teacher's ability, learning materials, students' characteristics, and basic competency as well as learning indicators, and conducting learning evaluation containing aspects of reliability, validity, objectivity, and consistent with efficiency. And last, EFL students were also constrained in learning EFL through Google Classroom, especially in understanding EFL through Google Classroom learning platform, being negatively perceived in learning EFL through Google Classroom platform, and perceiving positively to provide them with rich with learning materials, plenty of examples, or varied illustrations.


s2fieldsofstudy: Education Psychology

text:
Relationships between Risk Events, Personality Traits, and Risk Perception of Adolescent Athletes in Sports Training

Personality traits have close relationships with risky behaviors in various domains, including physical education, competition, and athletic training. It is yet little known about how trait personality dimensions associate with risk events and how vital factors, such as risk perception, could affect the happening of risk events in adolescent athletes. The primary purpose of this study is to investigate the prediction of risk events by regression analysis with dimensions of personality, risk perception and sports, relations between risk events, risk perception, and the facets of the personality dimensions via data collecting from 664 adolescent athletes aged 13–18 years (male 364, female 300). Secondary intent is to assess school-specific levels of training risks among sports schools, regular schools, and sports and education integrated schools. The results show that psychology events are the strongest predicted by personality traits, risk perception, and sports, followed by injury and nutrition. Emotionality has the most significant positive correlation with risk events, while other traits have a significant negative correlation with risk events, except agreeableness. The integration schools are more conducive to the healthy development of adolescent athletes’ personalities. Moreover, the research indicates that sports training can strengthen the development directions of different personality characteristics.

Introduction
Modern Risk Theory believes that there is not only material and tangible risk processes and the possibilities of harm but also cultural, spiritual, and intangible ones, and the latter are the soul of risk [1]. Risk implies possibilities, it points to things that may happen involving potential damage [2], and it is the harm that humans may face in the process of remolding themselves and changing the objective world, meanwhile, developing themselves in the process of overcoming risks [3,4]. Risk research studies in sports training studies mainly focus on sports injuries, such as head injuries and Anterior Cruciate Ligament (ACL) injuries. Chen et al. [5] conducted research on recovery from mild head injury in male athletes, making a considerable value for clinical judgment and athlete rehabilitation monitoring on head injuries; however, young male athletes as the only sample limits the general applicability of the results to female athletes. Vacek et al. [6] developed a multivariate risk models that could be used as screening tools to identify athletes who are at increased risk of suffering a non-contact ACL injury, and this has provided potential and effective prevention and screening tools for identifying athletes at increased risk of ACL injury. Previous studies not only focused on sports injuries but also paid attention to the possible risks of nutrition, psychology, and environment that adolescent athletes may face. For example, the study of Charlotte [7] showed that teammates may have a positive or negative influence on eating and exercise attitudes/behaviors of athletes. This contributes to the development of team-based interventions to reduce or prevent adolescent athletes' disordered eating and negative exercise attitudes/behaviors; however, the study lacked more longitudinal exploration, considering the role of moderating factors, such as sport type. The factors determined by personality, such as cognition, emotion, and volition [3], have an important effect on the risks of sports training for young athletes who have not formed a complete system of self-defense experience [8,9]. There are research studies that linked personality traits to risky behaviors in a host of domains, including education [3], sports [2,10], and academia [11,12]. However, it is surprising that domestic research studies on athletes' sports training risks are still fragmented, especially the personality and competitive risks of young athletes.
The psychological factors that constitute the athletes' competitive ability are mainly reflected in the emotions and wills of participating in the training. The will qualities are determined by personality [13]. The trait is a basic element of personality which shows the stable and lasting behavior tendency of individuals [14]. As an important reference indicator of talent selection and development of athletes, personality has relative stability and durability, and its development is an organic unity process of stages and continuity. The development of adolescent personality is based on the premise of genetic factors, and it is constantly promoted in the process of solving contradictions, which is produced between the new demands to adapt to the objective requirements of reality and the original psychological state. In Britton's study, the results indicate that adolescent athletes with stable emotions, extraversion, openness, and higher life satisfaction had lower stress reactivity [15]. In addition, studies also explored the predictive relationship between risk events and personality traits of adolescent athletes. Fie [16] identified a novel association between Harm Avoidance (HA) and concussion in rugby players and suggested that lower HA may lead to increased dangerous in rugby competition, influencing their concussion susceptibility. Markati et al. [17] investigated the predictive relationship among psychological (e.g., motives), situational determinants (e.g., hours of training per week and perceived volume of training), and athlete burnout symptoms (e.g., reduced sense of accomplishment) by using Canonical Correlation (CC) analysis. The results highlight burnout occurrence in adolescent athletes is a psychological risk event caused by multiple factors. Cristina et al. [18] investigated the influence relation between individual personality characteristics (e.g., self-esteem) and eating disorder risk through conducing the comparison between female gymnasts and football athletes and non-athletes. The results suggest that non-athlete female adolescents may have an enhanced risk of developing clinical eating disorders. However, larger samples and other athletes, such as males or participants from other sports, should also be considered.
Athletes' personality is corelated to risk events and perception. To effectively control and prevent the occurrence of athletes' risk events, it is also necessary to investigate the athletes' perception of risks in sports training [19]. Philip Von Rosen suggests that educating athletes about how to interpret pain signals is a strategy to improve their risk perception [20]. Mayer et al. [21] found out that type of sport, perceptions of social pressure, coach's leadership style, and athletes' age are the social and individual determinants of the athletes' Willingness to Compete Hurt (WCH); this finding is helpful for developing strategies of effective promotion in young athletes' risk perception. The current consensus on the connotation of risk perception is that the estimation of the probability of risky events, risk control, and confidence under certain circumstances is an individual's subjective judgment [22]. Based on the Information-Processing Theory, this study believes that risk perception is a process in which athletes recognize, predict, and control risk events during training and competition under the influence of personality traits, and it is also a psychological process in which risk information is processed and judged based on experiences [14,23].
According to the classification of the essential elements of sports training, the risk events of sports training are divided into five categories: injury, disease, psychology, nutrition, and environment. Correspondingly, the basic elements and premise conditions of adolescent athletes' training of these 5 categories mainly reflected in the following 5 aspects: physical health, mental health, customs and culture, material resources, and the teaching concepts and abilities of coaches; all of them are the basic conditions of athletic training, the supporting elements of young athletes' healthy development, and the inducement and expression of risk events (Figure 1). These 5 aspects take sports training activities as the core and constitute an entire system, as well as condition and influence each other. The first objective of the present study is, therefore, to assess the prediction of risk events by personality traits and risk perceptions in different sports training conditions (sports events and schools). In other words, we believe that there is the possibility of mutual adaptation and selection between athletes' personality traits and risk events, and the educational (schools) and training (sports events) environments are crucial factors in this interaction. The second objectives of this study are: (i) to investigate the specific levels of the five-factor personality traits in schools, sports, gender, age, and their relationship; and (ii) to investigate the characteristics and level of adolescent athletes' risk perception and risk events during sports training.

Participants and Procedures
For acquiring the most diversity in our primary study variables, and bringing more adolescent athletes into this study, we limited our exclusion criteria. Participants inclusion criteria were as follows: (1) Athletes who enrolled in sports schools, sports and education integrated schools, or regular schools in Shaanxi, China. (2) Athletes aged from 13 to 18, as to investigate adolescent athletes in the schools mentioned above. (3) Athletes who have engaged in training for more than one year and performed more than 16 h of training per week. Eight hundred questionnaires were distributed, and 716 were retrieved, including 664 valid questionnaires. Eventually, 664 students (300 girls; 364 boys) from 13 key training institutions of youth competitive sports in Shaanxi province of China were recruited in this study. The study protocol was reviewed and approved by the Academic Committee of Shaanxi Normal University in 2021 (NO: 202116008). Before participating in this study, participants were informed that they are voluntarily recruited, their data were collected anonymously, and they could withdraw from the study anytime. Signed informed consent were provided by the participants or their parents. The investigators administered the surveys to consenting students to finish the questionnaires (duration 15-20 min) during one of their regularly scheduled classes. Those who did not attend classes completed online during the same time limitation.

Measures
The survey included demographic questions, the Five-Factor Personality Inventory (FFPI), the Athletic Training Risk Perception Scale (ATRPS), and the Athletes Training Risk Events Questionnaire -Adolescent (ATREQ-A).

FFPI
The FFPI [24] is a short valid inventory that was extracted from a version of NEO PI-R. FFPI is a 50-item self-report measure designed to assess personality traits of Chinese children and adolescents, including 5 dimensions: openness (O), conscientiousness (C), extraversion (E), agreeableness (A), and emotionality (N). The values are rated by 5-point Likert-type scales (1 = strongly disagree, 5 = strongly agree), ranged from 50 to 250, with each subscale scores ranged from 10 to 50. Higher scores represent a higher level of personality trait, while the opposite is true for emotionality, with higher scores reflecting lower emotionality levels. Zou and Zhang [25] report internal consistency of the subscales of the FFPI is good, with Cronbach alpha coefficients between 0.80 and 0.85. For the present study, total internal consistency is calculated as 0.83, with good reliabilities with each subscale (α = 0.84, 0.88, 0.74, 0.85, and 0.88, respectively).

ATRPS
The ATRPS [26] is a 15-item questionnaire designed to measure 5 dimensions of athletic training risk perception, including overall risk, severity, possibility, uncontrollability, and anxiety [19,26]. Participants were instructed to rate the degree of their agreement for each statement on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). Scores on the ATRPS range from 5 to 75, with higher scores reflecting a greater degree of risk perception. The internal consistency for the present study is 0.82, and overall risk (α = 0.85), severity (α = 0.87), possibility (α = 0.87), uncontrollability (α = 0.85), and anxiety (α = 0.80) show good reliabilities.

ATREQ-A
The ATREQ-A [19] is a 65-item questionnaire designed to assess risk events happened among athletes training of adolescent in China, mainly based on the personality characteristics of adolescent athletes and the incidence of sports training risk events [6,16,27,28]. The ATREQ-A consists of 5 dimensions, injury, disease, psychology, nutrition, and environment [19]. Injury refers to which most likely and frequently happened in underage athletes [19]. Disease covers the common developmental diseases, as well as acute and chronic diseases, caused by sports injuries in the adolescent athlete [19]. Psychology is defined as unhealthy, emotional, and psychological risks arisen from competitive sports training [19]. Nutrition refers to harmful consequences of malnutrition or overnutrition, as well as unhealthy lifestyle habits (such as alcoholism, tobacco addiction, etc.), on young athletes [19]. In addition, environment includes natural environmental disasters, training environmental risks, and social environmental risks [19]. Participants were instructed to rate the frequency to each risk event that happened among their training on a 5-point Likert scale from 1 (never) to 5 (always). Values for the ATREQ-A range between 65 and 325, with higher values reflecting more risk events occurrence. For the current study, the ATREQ-A reports excellent internal consistency, with a Cronbach alpha of 0.91, and good internal consistency for subscale, injury (α = 0.92), disease (α = 0.78), psychology (α = 0.80), nutrition (α = 0.80), and environment (α = 0.83). The results of the confirmatory factor analysis showed that the validity of the structure of the questionnaire met the measurement criteria (χ 2 /df = 1.25, RMSEA = 0.06, GFI = 0.84, NFI = 0.85, CFI = 0.96, IFI = 0.97).

Statistical Analysis
The results were analyzed by using the Statistical Package for the Social Sciences (SPSS version 24.0). Variables were screened for normality and alpha reliability coefficients (α), ANOVA and T-test were used to exam differences in personality traits, risk perception, and risk events by gender, age, schools, and sports, and then Pearson bivariate correlation coefficients were computed. The relative prediction of each predictor dimension (including personality traits, risk perception, and sports) on risk events was assessed using linear regression, with each dimension entered simultaneously. The level of significance was set at p < 0.05. Table 1 shows the descriptive statistics of the participants (n = 664). The mean age of the participants was 15.46 years (±SD 1.58). In these institutions, 6 sports schools (393 students, 59.19%), 3 sports and education integrated schools (38 students, 5.72%), and 4 regular schools (233 students, 35.09%) were involved. The sports that the participants engage in include track and field (156 students, 23.49%), soccer (132 students, 19.88%), basketball (126 students, 18.98%), volleyball (115 students, 17.32%), and the sports graded by body weight (135 students, 20.33%), including wrestling, Sanshou, Judo, and boxing.

Common Method Biases Test
Since the data in this study were collected by questionnaires and scales, to eliminate common method biases, Harman single factor test was used to inspect common method biases [29] based on the tools proposed by predecessors to control common method deviation [30][31][32]. The results show that there are 15 factors with eigenvalues greater than 1, and the variation explained by the first factor is 26.51%, which is less than 40% of the critical standard criterion, proving that the deviation of the common method is not obvious [32].

Preliminary Analyses
Descriptive statistics for each of the measured variables was provided in Tables 2 and 3. ANOVA and T-test were adopted to determine differences in personality traits, risk perception, and risk events as a function of age, gender, schools, and sports (Table 3). Results reveal that there are significant differences in the personality traits in terms of sports, gender, and schools, whereas only conscientiousness shows significant differences in age. Follow-up scores of risk perception show significant differences in sports and schools, but few in age and gender. For risk events, the scores of diseases and psychology are relatively high, while the nutrition events are relatively low. Significant differences are confirmed for injury, disease, psychology, and nutrition in different sports, gender, and schools, while, in different age groups, only environmental events show significant differences. Regarding each variable, correlation coefficients (r) are presented in Table 4, in which report statistically significant correlations among personality traits, risk perception, and risk events. Most notably, emotionality has a positive correlation with risk perception and risk events, which indicates that participants have higher values on emotionality tend to report higher risk perception and more risk events. Extraversion presents negative relationships with risk perception which means participants who have higher scores on extraversion may be more likely to have lower risk perception levels. Moreover, risk perception shows positive correlations with injury and psychology events, which indicates that participants with higher levels of risk perception may be more vulnerable to injury events and psychology events. The differences in emotionality traits of adolescent athletes in sports, gender, and schools, and their correlation with risk events and risk perception are the most significant and the most obvious characteristics.
Based on the results of the correlation between personality traits and specific events of five kinds of risk events, Figure 2 shows 24 detailed risk events which approach statistical significance with personality traits. This indicates that a personality trait is correlated with multiple specific risk events, proves that no matter which obvious personality traits adolescent athletes have, their personality develops as a whole, especially for the athletes whose personality structure is not yet stable enough, and sports training activities and environmental factors can easily affect their personality traits, which also explains the risk events that are the results of multiple personality incentives.

Regression Analysis
Finally, to investigate the personality traits, risk perception, and sports that predict risk events, regression analyses are performed simultaneously, entering as predictors only for those variables that were correlated statistically and predicted (p < 0.05) risk events.
According to Tables 5 and 6, the regression model of each risk event is statistically significant, and the Durbin Watson values (D-W value) of each model are around 2, indicating that the autocorrelation of each model is weak. There is no obvious correlation between residuals, and the regression equations are dependable. Moreover, the regression coefficient of each predictor is significant. In the multiple collinearity test, the tolerance is about 0.5-0.9, and the expansion factor values are all less than 3, revealing that the collinearity among the variables is relatively weak, and the coefficients in the regression equations are relatively stable. In the multiple regression model, the absolute value of the standardized coefficient Beta represents the contribution of the independent variable to the dependent variable after eliminating the influence of the measurement unit. The standardized coefficient Beta of the independent variable predicted by this study represents the degree of its influence on the dependent variable risk events, and the absolute value of the Beta reflects the contribution of this independent variable to the dependent variable [33].  Psychology is the strongest factor of risk events predicted by personality traits and risk perception, followed by disease and injury. However, nutrition is not significantly predicted by personality but by factors of risk perception. We find that emotionality is the strongest trait in predicting psychology positively, following agreeableness, while extraversion has the most negative association with psychology. Concretely, the contribution rate of personality traits to predicting psychological risk events is 57%, of which 17% are emotionality (positive), 25% are extraversion (negative), and 15% are agreeableness (positive). Our results also reveal that emotionality, uncontrollability, and possibility are positively associated with injuries among volleyball and body weight graded sports. More specifically, for adolescent athletes playing volleyball and body weight graded sports, emotionality trait, uncontrollability, and possibility could predict 22% of injury. Moreover, facet predictors of personality in disease are emotionality and openness, whereas factors of risk perception are not significant. Meanwhile, when entered simultaneously, predictors of risk perception in nutrition are overall risk and severity; however, personality traits are not significant to predict nutrition events. To conclude, we admit that traits of five-factor personality have a strong relation with risk events of adolescent athletes; emotionality and agreeableness could positively predict risk events, whereas openness, extraversion could predict negatively. Further, risk perception could also predict risk events positively.

Discussion
This study contributes to current knowledge of adolescent athletes training by revealing the personality and risk perception factors that are related to risk events, as well as characteristics of personality traits and risk perception. Higher emotionality and risk perception are predictors of risk events, especially for psychology events. Higher openness or extraversion predicts lower disease or/and psychology. Another key discovery is that risk events in sports and education integrated schools are lower than sports schools and regular schools, which indicates integrated schools may be the most proper environments for the healthy development of teenage athletes. The findings of the current study indicate that the adolescent athletes show higher agreeableness and lower emotionality, which are related to the socialization of adolescent athletes [34,35] and the construction of the athletic training environment [3]. Agreeableness is a pro-social trait expressed in positive words, such as helpfulness and consideration, recognized as interpersonal communication. In this study, the adolescent athletes perform well in social personality characteristics. Zou et al. [36] explains that the development of personality basically follows the principle of maturity, and such social characteristics as agreeableness will gradually increase, while neuroticism related to mental health will gradually decline; moreover, poor physical conditions could certainly affect the mental state of athletes, which, in turn, increases the risks of athletic training [6,27,28,37]. Our results show the similar characteristics, i.e., adolescent athletes have more noteworthy features in emotionality [38]. In addition, the adolescent athletes of team sports are more extroverted. Team sports require athletes to interact frequently with teammates, coaches, and even opponents. In the long-term training and competition, the team competencies and communication experiences of adolescent athletes have been improved, stimulating the desire of athletes' self-expressiveness, as, thus, team sports athletes are more anxious and outgoing [39]. For educational environmental factors, the participants in sports schools show high emotionality, low agreeableness, and low conscientiousness, while those in regular schools show high agreeableness, high conscientiousness, and low emotionality. The competition among players in sports schools is stronger, which results in relatively weaker pro-social behaviors. Moreover, the reform of the system would lead to greater developmental risks for the athletes who study in the mode of sports schools. As the age of athletes increases, the pressures of training and competition would be induced by other negative behaviors in the environment lacking long-term guarantees, which would lead to strong anxiety, training wearied, and more. Therefore, accelerating the transformation of the sports schools' cultivation model and updating the concepts of youth training with a concentration on overall development are particularly essential for the development of adolescent athletes and the cultivation of reserve talents.
Many studies have found significant relationships between cognitive abilities and personalities [23,40]. In the present study, it is found that the risk perception of participation is low and significantly correlated to the emotionality trait in a positive way. Studies have confirmed that, in the HEXACO personality framework, emotionality is associate with higher perceived risks [41], and the risk propensity is the result of the joint effect of both the subjects and the situational factors [41]. Based on the results, adolescent athletes generally have obvious emotionality traits, and regular schools are weaker and marginalized in the education of students' sports risks, as, thus, the athlete's abilities to control sports risks are even weaker. It should be noted that adolescent athletes have a strong sense of presence and care about coaches' positive evaluation of themselves [42] and peer recognition. Therefore, their attention is mainly allocated to the improvement of performance and the recognition of others, while less attention is paid to their risk perception. Notwithstanding, the risk perception of students in integration schools is higher, and this environment may be more beneficial for athletes' growth, with the advantages of combining the environments, resources, cultural and educational atmosphere, and role identification elements of the sports schools and the regular schools.
Athletes engaged in basketball and body weight graded sports respond to the highest level of risk perception, which is closely related to the technical and tactical characteristics of such sports, as well as the continuous strengthening of the competitive environment. Basketball sports require more intensive distance, more frequent fighting, and faster conversion between attack and defense; thus, higher of athletes' risk cognition and self-protection awareness are required. Bodyweight graded sports, such as boxing, have direct physical contact, and athletes need to show their strength in the process of bearing micro-risk events (minor injuries, pain). Adolescent boxers have strong risk resistance, and, in the systematic training and competition, the risk perception is directly converted into their risk perception abilities [5].
Risk events are not only a reflection of athletic training risks but also a specific indicator for evaluating the systematic risks of the adolescent athletes' development programs. The results reflect that the frequency and severity of psychology events are higher than others. Puberty is the most rapid and drastic stage of an individual's physical and mental development, and individuals in this period need to face more complicated and intensive development tasks than other periods [36]. Non-intellectual factors, such as individual interests and emotionality, will gradually be mature; meanwhile, the interaction with their parents and peers, as well as other social relationships, will also experience a transformation, and the contradictions and conflicts in this process will increase the possibilities of psychological events, to a certain extent [43]. Judging from the current training environments and the anticipated social status, adolescent athletes still need to consider a series of problems caused by the sustainable development of athletic careers. These problems bring greater pressures on the development of young athletes, leading to the increased probability and frequency of psychological events, and the significant positive correlation between emotional personality traits and risk events would also verify this conclusion.
Our study provided the predicting outcomes of risk events by personality traits and risk perceptions in different sports training conditions (sports events and schools). However, we acknowledge that our study has several limitations. First of all, the training period of adolescent athletes selected in this study is only set as at least one year, neglecting the possible influence of different training period on adolescent athletes. For example, whether adolescent athletes with longer training years will influence risk perception due to the strengthening of risk perception brought by experience accumulation. Second, the participants are all from Shaanxi Province, China, so the data results, especially in personality traits, may have certain regional characteristics. Therefore, the results of this study have some limitations in reflecting the general personality traits of Chinese adolescent athletes.
Due to the limitations mentioned above, more improvements could be made in future studies. First, different training years group (e.g., 1 year, 2-3 years, 4-5 years or more) could be added for more detailed data comparison in order to draw stronger conclusions, as well as to reduce the influence of non-control variables on data results. Second, future research studies could consider recruiting more adolescent athletes from provinces and cities with different economic characteristics, so as to reduce the individuation of results and increase the universality.

Conclusions
The current study unveils that being risky is an obvious characteristic in the personality traits of adolescent athletes, which are mainly manifested in the diversity of personality traits in risk events. At the same time, it exerts mutual influences on the characteristics of sports, training environments, and schools [36,44,45]. As the theorists of risk believe, risk events are the events that occur under limited rationality and are easily overlooked [36,44,45]. Overall, emotionality has the strongest correlation with adolescent athletes' training risk events and has the most significant impact on adolescent athletes' sports risks. Athletes under the sports schools have the highest emotional quality and worst emotional stability. Moreover, the risk of personality traits is comparative since personality works in the training of adolescent athletes, and different personality traits have different degrees of performance on the same risk event. Last, but not least, emotional traits are the primary traits that affect the risks of adolescent athletes' development, and they are more susceptible to the influences of the training environments, which may, in turn, aggravate the risks of adolescent athletes' sports training.


s2fieldsofstudy: Education Medicine

text:
DEVELOPMENT OF STUDENTS’ VALUE ATTITUDE TO THEIR OWN HEALTH IN THE PROCESS OF PHYSICAL EDUCATION UNDER QUARANTINE

Purpose: identification of the effectiveness of physical education by means of remote technologies for the development of students’ value attitude to their own health in the conditions of quarantine restrictions. Materials and methods. The study involved 3,726 first-year students of the Lviv Polytechnic National University of all educational-and-scientific institutes. Research methods at theoretical and empirical levels were used to solve the tasks. At the theoretical level, general scientific methods were used (analysis, systematization, generalization). At the empirical level of the study, a questionnaire was used. Results. According to a one-year ascertaining experiment, 30% of students consider improving and strengthening of their health as a medical problem that is limited to treatment only. Nevertheless, 70% of respondents believe that it is possible to positively affect their health in the following ways: prevention of diseases by means of physical education (21%), promoting a healthy lifestyle (21%), setting up for “healthy” behavior by means of physical education (24%). When asked whether distanced physical education classes contribute to the development of value attitudes towards their health, the vast majority of students (81% of respondents) claimed that in this way they received new information that they consider useful for maintaining and improving their health. Conclusions. According to the results of the study, it was established that physical education by means of distance technologies contributes to the development of students’ understanding of the need for physical culture, especially in the context of the introduction of quarantine restrictions in higher education institutions. According to the results obtained, the vast majority of students believe that physical education, by means of distance technologies is effective in developing a valued attitude to their own health.

Introduction
Reforming higher education, the positions of which are reflected in the normative and legal documentation (National Report on the State and Prospects of Education in Ukraine (2016), which is the basis of its development in Ukraine, requires radical changes in all levels of the educational process of higher education and the need for its harmonization with world standards in the context of current trends in the development of the industry (Koryahin, Blavt, Vanivska, & Stadnyk, 2020). The current conditions of globalization and Ukraine's orientation towards the European Community determine the need to solve one of the important tasks of the state policy in the field of education -ensuring the formation of a healthy personality (Ivashchenko, Muszkieta, & Potop, 2020).
In the higher education system, the task of health preservation is entrusted to the discipline "Physical Education", as is stated in the national doctrine of education development. Strengthening and maintaining good health is a priority of the main legislative acts and regulations on physical culture (Каshuba, Futorny, & Аndreyeva, 2012). Thus, in the concept of physical education, in the target comprehensive program "Physical Education -Health of the Nation", the Law of Ukraine "On Physical Culture and Sports" states that physical culture and sports, which are part of the general culture, contribute to the training of students, increasing their mental and physical performance (Zelenskyi, & Zelenskyi, 2018).
Due to changes in the model of functioning in society, caused by the quarantine restrictions and the benefits of sedentary lifestyle, full of stressful situations and bad habits, the problem of students' health becomes global (Gallo, Gallo, Young, Moritz, & Akison, 2020).
The only possible answer to the challenges of today's negative tendencies is an immediate solution to the problem situation. The above involves the search for new approaches and methods of interaction with students, forms, methods and means of physical education to enable their health preservation and preventing the phenomena of social maladaptation while the quarantine restrictions are applied.
The issue of developing the students' value attitude to the own health is highlighted in this research (Altavilla, 2016;Biktagirova, & Kasimova, 2016;Kensytska, 2017). The problem is quite timely, since there are negative trends indicating a decrease in the level of health of students in Ukraine (Bergier, Tsos, & Bergier, 2014;Martyniv, 2013). Researchers point (Deasy, Coughlan, Pironom, Jourdan, & Mcnamara, 2014;Jiménez-Pavón, Carbonell-Baeza, & Lavie, 2020) to the fact that quarantine restrictions mean that students have always been in a state of stress in recent years, as mental activity is associated with emotional stress .
At the same time, health care is one of the most difficult problems of physical education in the conditions of distance learning (Bezgrebelna, Pavlos, Bulatov, & Nezgoda, 2020), which needs to be addressed and solved. In this context, the issue of the content of physical education and the development of its forms, as a mechanism for solving current problems, given the situation related to the distance learning in higher education institutions, is increasingly becoming the subject of scientific attention.
However, despite the interest of scientists in the development of students' value attitude to their own health (Nosov, 2014;Palichuk, 2014;Sigmundová, ChmelÍk, Sigmund, Feltlová, & Frömel, 2013), this problem remains insufficiently studied at the theoretical and practical levels in the context of distance education. Taking into account the fact that the development of value attitude to one's own health is an urgent requirement of today, and distance education in the country reflects the objective reality, there is a need to study and understand the results of the influence of physical education by distance learning technologies on the development of students' value attitude to their own health.
The purpose of the study was to identify the effectiveness of physical education by means of distance technologies for the development of students' value attitudes towards their own health in the conditions of quarantine restrictions.

Materials and methods
Research methods at theoretical and empirical levels were used to solve the tasks. In particular, general scientific methods (analysis, systematization, generalization) were used to study the state of the researched problem according to the information of literature sources; sociological (written survey) -in order to identify problems in the research area, to obtain data on the impact of the discipline "Physical Education" by means of distance technologies on students' understanding of the problems of health preservation; about the peculiarities of motivating students to physical activity, priorities about its types; development of value attitude towards one's own health under quarantine restrictions; the interview was used as an additional method of obtaining the necessary information or explanations to clarify the actual material received during the survey; methods of mathematical statistics -at the stage of data processing for the presentation of the results of pedagogical research, which allowed to carry out quantitative and qualitative analysis of a set of empirical indicators.
At the theoretical level, in particular, the method of analysis and synthesis is used to consider the research issues at the intersection of physical education, education and interdisciplinary research to use data for analyzing the relationships between pedagogical practices and learning outcomes).
The written survey in the form of a questionnaire took place in the indirect interaction of the respondents. The respondents were students. The expediency of using a written survey is justified by the need to obtain actual data, to determine the attitude of the respondents to a certain problem and to evaluate the studied phenomena. The questionnaire was built on a simplified program, with a small amount of tools.

Study participants
The study involved 3,726 first-year students of the Lviv Polytechnic National University of all educational-and-scientific institutes.

Study organization
The organization of the study provided that an important condition for ensuring the effectiveness of physical education by means of distance technologies in order to make informed management decisions to ensure the development of students' value attitude to their own health under quarantine restrictions is the availability of prompt and reliable information on the current results.
The organization, conduct and evaluation of the survey was carried out to timely identify and eliminate negative factors and to develop measures to increase the effectiveness of the development of students' value attitude to their own health under quarantine restrictions. In view of this, monitoring provides timely and high-quality data on the results obtained.
Therefore, the survey was carried out using a questionnaire. The expediency of its use is justified by the fact that the advantage of this method is the possibility of obtaining the characteristics of the phenomenon under study. The latter, in turn, are the basis for identifying causal relationships. In addition, the questionnaire allows involving a large number of students in the study, which makes it possible to minimize atypical manifestations. At the same time, it was no personal contact with the respondents.
An email questionnaire was used in the study. The questionnaire is a set of questions, each of which is logically related to the central task of the study. The respondents filled in the questionnaire independently. Compiling the questionnaire involved the transfer of the main hypotheses of the study to the language of questions. Herewith, we tried to make the questionnaire as clear and easy to fill as possible. The questions were specially selected, carefully thought out in advance and pre-tested on a small group of test subjects (5-20 people). The time to complete the questionnaire was within 45±10 minutes.

Statistical analysis
Methods of mathematical statistics were used to analyze the sets of empirical data obtained. Statistical processing of the data was carried out on a computer using the standard STATISTICA 7.0 programs.

Results
First, let us clarify that among the determinants who determine the state of health of students under the quarantine restrictions and the transition of higher education institutions to the distance education, the lifestyle is primarily distinguished (Jiménez-Pavón, Carbonell-Baeza, & Lavie, 2020). Nevertheless, we fancy the idea (Tucker, & Irwin, 2011), that the state of health also depends on whether one's own health is of value for oneself.
Modern scientific research convincingly proves that human health is of individual value (Altavilla, 2016;Ivanova, 2020;Kumar, & Preetha, 2012). Numerous empirical studies have shown that physical culture and a healthy lifestyle can minimize and sometimes eliminate the risk of bad state of health or illness (Haase, Steptoe, Sallis, & Wardle, 2004;Kolb, & Kolb, 2005;Wigger, 2010).
It is worth noting that in the process of determining the concept of "health", researchers distinguish such components as physical, psychological, behavioral health (Australian Curriculum, Assessment and Reporting Authority, 2012). Emphasizing the special importance of motivation to maintain health and psychological-and-pedagogical conditions necessary to ensure the effectiveness of a healthy lifestyle of students and the development of value attitudes of their own health (Bray, & Born, 2004;Höner, & Demetriou, 2014).
In our study, we positioned physical education by means of distance technologies as a tool for developing of students' value attitudes toward their own health. This implied that it is a pedagogical process aimed at eliminating the existing negative tendencies in their physical development and health by means of physical education on the body systems by stimulating this activity, taking into account the specifics of the situation caused by the pandemic.
The introduction in the educational process of the need for the development of value attitude to one's own health required the modeling of an effective educational environment to create a stereotype of health-preservation, and given the unity of physical and neuropsychological development -an improvement of the relevant indicators. Therefore, this implied a combined effect during physical education classes on the cognitive and motor areas of students.
Thus, according to the one-year ascertaining experiment, the following was established. 30% of respondents consider improvement and strengthening of health as a medical problem, which boils down only to the treatment of diseases (Fig.  1). Instead, 70% of respondents believe that it is possible to influence positively the health of students in the following ways: prevention of diseases by means of physical education (21%), promotion of a healthy lifestyle (21%), setting up for "healthy" behavior by means of physical education (24%).
However, not all students, according to the survey results, are sufficiently informed about a healthy lifestyle, and some of them deliberately neglect it. Instead, the vast majority of them believe that leading a healthy lifestyle is important for everyone and especially now for students, because it is students who are on distance learning for a long time.
It is believed that physical education classes contributed to obtaining knowledge about a healthy lifestyle, namely, 72.4% of respondents understood that person's health not only includes the physical, mental and social existence of a person, but also takes into account his beliefs, expectations and worldview (Fig. 2). At the same time, 27.6% of students associate a healthy lifestyle with health that is based on subjective and objective assessment of his physical and social activity. Thus, most students do not have sufficient knowledge about the benefits of motor activity for the human body. Lack of interest in regular physical education classes leads to a decrease in the health and physical condition of young people.  It was found that students invest in the concept of "health preservation": the harmonious combination of work and rest (22.3%), the optimal nutrition (15.2%), the systematic physical activity (51.6%), the hygiene (6.3%), the absence of bad habits (17.2%), the positive emotions (71.2 %); the intellectual development (73.2%); the moral and spiritual development (32.3%); the formation and development of volitional qualities (14.2%), as well as the friendly attitude to others and to life in general in all its manifestations (42.3%). 91.4% of students understand the need for practical actions aimed at developing a value attitude to their own health, preventing diseases, strengthening of all body systems and improvement of overall well-being. At the same time, 55.4% of respondents say that their health has deteriorated during the year, others that they have the highest working capacity and easily perform daily tasks of varying complexity. 65.4% of respondents say that physical health significantly hinders vigorous action, a third of respondents cannot study effectively due to physical health problems.
When asked whether distance physical education classes contribute to the development of value attitudes towards their health, the vast majority of students (81% of respondents) claimed that in this way they received a new informa-tion. As a result of the survey, we concluded that students try to follow a healthy lifestyle and we identified the main factors for ensuring it. As a result, 77% of respondents try to adhere to a healthy lifestyle from time to time, only 12% of respondents always adhere and 11% of respondents do not care about health problems at all.
68.7% of respondents noted an increase in the level of motor activity in their free time based on the knowledge gained in physical education classes, 9.2% of students showed no changes in lifestyle, 82.1% of respondents showed a decrease in the level of daily motor activity due to the quarantine restrictions. Nonetheless, 72.3% of the students surveyed are ready for the personal health-preservation. The latter was considered as an integrated concept of education and development of value attitude to one's own health, motivation for health-preservation and an adequate understanding of one's own state of health. Priority motives for physical education as a factor in the development of value attitude for one's own health were identified. In the first place, there is a motive "Maintaining and improving body shape" (45.7%). According to the frequency of selected answers, the second place is the motive "Preserve one's health" (36%). On the third place was the motive "Development of one's physical condition" (12.7%). The least priority motive for exercise is "Reduction of excess body weight", it was chosen by only 5.2%. Therefore, it was found that for the vast majority of students the latter factor is not significant.

Discussion
Our research is based on the fact that caring attitude to one's own health is a very important issue in modern society, because health is considered a social value (Palichuk, 2014). Among the main tasks of higher educational institutions are solving the problem of supporting and strengthening the health of students, creating a health atmosphere in the system of their education (Каshuba, Futorny, Аndreyeva, 2012;Sukys, Majauskiene, & Dumciene, 2017). In scientific sources, the issue of supporting and improving the health of future professionals as the main driver of progress in all spheres of society and the state today is positioned by the scientists as a one of the most pressing (Bergier, Tsos, & Bergier, 2014;Biktagirova, & Kasimova, 2016).
The study expands the scientific data that an important factor in the formation of a culture of students' health during studying in higher education institutions is the system of physical education (Buultjens, & Robinson, 2011;César, Zaia, Trevisan, Garzon, Laganà, & Montagna, 2020). According to the latest trends (Kensytska, 2017), higher education institutions require "the development of a new model of motivating student youth to a healthy lifestyle, physical culture and sports, in accordance with the realities of modern Ukrainian society. " Research in this area has been constantly carried out in the field of physical education. However, the realities of today require effective action on this. Therefore, we agree that focusing on the health-preservation of students in distance education is a complex and multifaceted process (Bezgrebelna, Pavlos, Bulatov, & Nezgoda, 2020). This is especially true on the most vulnerable segment of the population -students, whose health problem today, more than ever, is relevant, and the way to solve it is extremely necessary to consider first of all in the educational sphere. Undoubtedly, the formation of readiness of students for health-preserving activity is considered as one of the results of physical education in the system of higher education (Ivashchenko, & Khudolii, 2011;Palichuk, 2014).
Scientific studies convincingly prove that during the 2019/2020 academic year there was a decrease in physical activity of students. In 2020, the situation became more complicated due to the implementation of quarantine measures caused by the significant spread of acute respiratory disease COVID-19. We support the idea that such a situation requires radical changes and modernization of approaches to the implementation of physical education in order to en- Fig. 3. The concept of "health preservation" in the understanding of students sure the effectiveness of its goals (Jiménez-Pavón, Carbonell-Baeza, & Lavie, 2020;Raiola, Aliberti, Esposito, Altavilla, D'Isanto, D'Elia, 2020).
We agree with the opinion (Bray, & Born, 2004;Biktagirova, & Kasimova, 2016;Martyniv, 2013), that solving the problem of health-preservation for students of higher education institutions is important to develop such tools for the implementation of physical education by means of distance technologies, which would ensure the formation of a responsible attitude of each student to personal health. In this aspect, the idea that the psychological component in this process also plays a very important role is also used (Deasy, Coughlan, Pironom, Jourdan, & Mcnamara, 2014;Extremera, & Fernández-Berrocal, 2006).
Our study expands the ideas about the goals of physical education in the conditions of forced self-isolation of students (Bezgrebelna, Pavlos, Bulatov, & Nezgoda, 2020). It is consistent with the opinion (Gallo, Gallo, Young, Moritz, & Akison, 2020) on the need to acquire healthy lifestyle skills as a component of preserving and strengthening the health of students, to adhere to a healthy lifestyle, forming the need for physical self-improvement.
Given the changes in the educational process, the issue of introducing the latest methods of physical education is updated, which causes the justification and development of a distance learning system in a discipline aimed at developing a value attitude to one's own health under quarantine restrictions. The study of domestic and foreign scientific works on physical education suggests that one of the main conditions for the qualitative development of value attitude to one's own health is the practical orientation of the educational process (Ivanova, 2020;Makopoulou, & Armour, 2011).
We believe that this approach makes it possible to carry out holistic physical education by means of distance technologies as a social, educational phenomenon of physical education. The anticipated result of which should be the personal development of the student and the increase in the level of development of value attitude to their own health in the conditions of quarantine restrictions, students' self-realization and personal growth.
The creation of a new educational space requires the introduction of forms and methods of organizing this process by means of distance technologies. The latter is considered as a modern educational environment, comfortable, safe and convenient for all participants in physical education, which has all the potential for ensuring the effectiveness of the physical education process.
Undoubtedly, this involves the development of methodological recommendations for conducting physical education classes with innovative approaches at home during quarantine and other conditions that limit the use of gyms in educational institutions, sports clubs and playgrounds. Now technologies are developing so rapidly that teachers desperately need tools that to adapt the knowledge of professionals to the challenges facing the educational process of physical education in higher education institutions.

Conclusions
Due to changes in the model of functioning in society caused by the implementation of quarantine restrictions and the benefits of sedentary lifestyle, full of stressful situations and bad habits, the problem of students' health is gaining global importance. This question forces us to look constantly for new ways to motivate young people to exercise in order to develop a valued attitude to their own health.
According to the results of the study, it was established that the physical education of students by means of distance technologies contributes to the development of understanding of the need for physical culture, especially in the context of the introduction of quarantine restrictions in higher education institutions. According to the results obtained, the vast majority of students believe that physical education by means of distance technologies is effective in developing an understanding of a healthy lifestyle and value attitude to their own health.
The processing of the results obtained during the questionnaire gives the basis for the conclusion that the task of maintaining, preserving and strengthening the health of student youth requires attention and development of a system of measures based on the use of the potential of the academic environment of the higher education institution, including the means of physical education. This provides an information, training and education aimed at the acquisition of knowledge, the formation and development of skills and abilities to lead a healthy lifestyle, the development of value attitude to one's own health in all its manifestations.
The practical significance of the results of the research is the basis for the development of scientific and methodological recommendations for their implementation in the practice in educational institutions, in the context of strategic areas of physical education of students.


COVID-19: A MOTIVATOR FOR CHANGE IN ENGINEERING EDUCATION?

Despite recent research and initiatives, learner-centered instructional practices have not made their way into post-secondary Science, Technology,Engineering and Math (STEM) classrooms, even though there is clear evidence showing the benefits include increased grades, higher student engagement, and deeper learning. STEM educators rank the barriers associated with active learning higher than their colleagues in other disciplines, and identify the inability to cover all the content as a key factor in their decision to adhere to didactic practices. Insights and instructional strategies and methods garnered from teaching-related faculty development opportunities are often tried, but their use is not generally sustained unless a personal experiencedrives that change in practice.  Unquestionably, COVID-19 has had an immediate, global impact on higher education. Educators have been forced to alter their teaching practices to accommodate the switch to remote learning. Most Teaching and Learning Centers offered myriad workshops to facilitate this change. This quantitative study set out to determine if COVID-19 precautions created the personal experience necessary to initiate a change in STEM teaching practices. Using educator-related threshold concepts as a framework, it analyzed institutional registration records to determine the type of faculty development opportunitieschosen by engineering educators, and the extent to which they participated in those related to learner-centered instructional practices for remote delivery.Analysis shows that engineering educators participated proportionally less than their colleagues in other disciplines, and there is an indication that the pandemic may facilitate an ongoing change in the teaching practices of engineering educators.  Opportunities for enhancing faculty development practices for engineering educators are proposed.

INTRODUCTION
The global COVID-19 pandemic has had an immediate impact on higher education. Most educators were forced to change from in-person classes to some form of remote delivery. Initial expectations were that it would be a brief and temporary change, but as pandemic restrictions continued into a second and then third teaching semester, faculty realized that the emergency transition was becoming the norm.
Prior to the pandemic both student and faculty surveys of student engagement ranked engineering educators lowest in the categories of effective teaching practices and providing a supportive learning environment. This may be in part due to the reluctance of STEM instructors to adopt and sustain learner-centred instructional practices unless a personal experience drives a need for change. With the majority of STEM educators personally experiencing a transition to remote delivery, this research sets out to determine if this is enough to motivate a change in the level of participation in educational development opportunities and, by extension, the learning experience of their students.

BACKGROUND
Engineering educators seem reluctant to bring the findings of education-based research into their classrooms. In an effort to maintain their traditional teaching practices, educators limit their ability to master the threshold concepts associated with post-secondary teaching. This section describes the pre-pandemic teaching practices of undergraduate engineering educators, and identifies the key teaching-related threshold concepts.
Prior to the pandemic, benchmarks used in international student and faculty engagement surveys ranked the undergraduate engineering experience lowest among the disciplines [1] [2][3] [4]. Three key aspects were ranked lowest by both students and their instructors: learning strategies, effective teaching practices, and a supportive environment [5] [6]. While other disciplines seem to recognize the need to adjust their teaching University of PEI; June 20 -23, 2021 -2 of 6 -practices, engineering remains one of the most traditional and didactic disciplines in higher education [7].
Many instructors believe the demands of an engineering program are best accomplished using triedand-true methods [8], even though extensive educationbased research in Science, Technology, Engineering and Mathematics (STEM) shows that learning improves when students are more actively involved during class [9][10] [11]. As a result, typical undergraduate engineering classes remain lecture-based, and fewer than 20% include even one or two student-centered instructional strategies [7].
The reluctance to incorporate evidence-based teaching practices may correspond to the challenges associated with teaching-related threshold concepts. Meyer and Land define a threshold concept as a portal, a way of thinking about something in a "new and previously inaccessible way" [12]. It is a space between where a learner currently is, and where that learner needs to be in order to become an expert in their discipline. Mastering threshold concepts is individualized; a learner may master some threshold concepts quite easily, while their peers struggle. That same learner may struggle with other threshold concepts, placing them in a transitional state called liminality. This state can involve ambiguity and disorientation as the learner fluctuates between a state of knowing and not knowing.
A threshold concept is defined as having five key characteristics: it is (1) transformative, (2) troublesome, (3) irreversible, (4) integrative, and (5) bounded. Land describes these in a 2013 interview by saying [13]: "New conceptual understandings pull together (integrate) various stands of understanding into a new understanding that fundamentally changes (transforms) the way students think about the subject. Because the process involves the loss of a familiar way of thinking and the security that provides, the process of crossing the threshold commonly causes some mental and emotional discomfort (troublesome). There's some debate about whether these new understandings are reversible or not, but once a student "gets it," it seems hard for them to "un-get it." "Bounded" seems the least obvious descriptor perhaps because its meaning derives more from contextual concerns than specifically conceptual ones." Many post-secondary educators know that there are discipline-specific threshold concepts that their students must master, but do not recognize that there are also threshold concepts associated with teaching that must be mastered in order to become effective and proficient instructors. A systematic literature review identified three categories of threshold concepts associated with postsecondary teaching: (1) pedagogy, (2) learning, and (3) assessment [14]. These threshold concepts align with, and can help address, the three low-ranking student engagement factors previously discussed. Educators who master the pedagogy threshold concepts will improve the effectiveness of their teaching practice. Those who master the learning-related threshold concepts will make instructional decisions that strengthen student learning strategies, and those who master the assessment threshold concepts will provide a more supportive learning environment. See Figure 1 for a view of the progressions within each threshold concept.

Figure 1: Teaching-Related Threshold Concepts
The pedagogy category encapsulates two threshold concepts, the development of teaching knowledge, and the notion of subject-and discipline-specific threshold concepts. Shulman proposes that there are four types of teaching knowledge that an educator must acquire to become a proficient instructor [15]. It is generally assumed that educators begin their careers with subject matter or content knowledge (SMK), the first type of teaching knowledge. Instructors must have a clear understanding of the concepts and principles of their discipline and how they relate to professional practice. Pedagogical knowledge of teaching (PK), the second type, is a grasp of the general principles of teaching. This includes, but is not limited to, classroom management as well as class planning and delivery.
Pedagogical content knowledge (PCK), the third type in Shulman's model, is the ability to organize, represent, and convey discipline-specific knowledge and skills in a way that facilitates student learning. It requires educators to recognize bottlenecks in student learning, to appropriately scaffold the development of concepts, and to help students reorganize their knowledge base when they have misconceptions. Curricular knowledge (CK) is the final type of teaching knowledge. It requires educators to recognize that the way specific topics can, and should, be taught depends on where and when it appears in the program of study. It also involves a grasp of lateral and vertical curriculum knowledge, connecting what students learn in prior, concurrent, and future courses. University of PEI; June 20 -23, 2021 -3 of 6 -An instructor who has mastered the threshold concepts associated with these four types of teacher knowledge is one who will provide a pedagogically-sound learning experience for their students.
The second pedagogy-related threshold concept relates to threshold concepts themselves. Engineering tends to be a content-driven discipline where educators cover a lot of material at a very fast pace [16]. Instructors who have mastered this threshold concept are those who research and/or identify the topics that are troublesome and transformative for their students. They emphasize these difficult concepts and use PCK to ensure students are able to make sense of, and apply, these critical elements.
The two learning-related threshold concepts are providing a student-or learner-centered experience, and transitioning to an active learning environment. Student success is "informed by a deep understanding of the learners, along with their active involvement in selecting solutions that work for them" [17], and it is important that educators appreciate how students learn and what motivates them to do so. A student-centered environment considers what and how students approach learning, while a learner-centered approach offers a more personalized and holistic pathway to success. Educators who have mastered this threshold concept are those who make instructional decisions based on evidence about how students learn, and an awareness of the learners in their class.
Chi and Wylie's model of cognitive engagement (ICAP -Interactive, Constructive, Active, Passive) can help educators transition to a more active learning environment [18]. Passive learning, the least active of its four modes of engagement, is often found in lecturebased, didactic classrooms. Its transmission style is associated with the cognitive process of storing information. The active mode has students manipulating what they are learning. This is still considered a shallow engagement strategy but helps learners store, activate, and link new concepts to prior knowledge. In the constructive mode, students are challenged to engage more deeply. They generate new ideas or products that go beyond the materials provided during instruction. This helps learners add inference to the activation, linking and storage of concepts. Finally, interactive learning, the most active of the engagement strategies, requires learners to collaboratively support each other's learning, adding infer-from-others to the cognitive process. Educators who have mastered this threshold concept are those who challenge learners to actively and deeply engage with the concepts and skills they are expected to acquire.
The assessment category includes two threshold concepts: the transition from summative evaluation to an approach that provides ongoing feedback to students as they learn, and a move from formal examinations to more authentic and high-impact assessments. It is common for the majority of students' grades to be generated from summative assessments, but this provides learners with little feedback about what and how to adjust and improve what they're doing. Educators who master this threshold concept are those who plan for and provide regular assessment-based evidence to their students.
Summative assessments often take the form of tests or examinations which are rarely representative of the way in which students will apply knowledge within their discipline. The authenticity of high-impact activities and assessments deepens learning and helps improve student engagement, persistence, and satisfaction. Instructors who have mastered this threshold concept are those who regularly incorporate authentic, high-impact assessment practices into their curriculum.
The pandemic-induced shift to remote delivery challenged educators to adapt their teaching practices. Most Teaching and Learning departments offered myriad educational development opportunities to support this transition, but often the instructional strategies that educators learn and try are not sustained unless a personal experience or policy drives that change in practice [19] [20].
This research examines educational development opportunity choices made by engineering educators during the first nine months of the COVID pandemic. It compares their participation to that of educators in other disciplines, and analyzes whether those professional development choices align with teaching-related threshold concepts.

METHODOLOGY
This study reviewed the registration records for all institutional professional development opportunities offered at a large Canadian polytechnic school from March 16, 2020, the first day of COVID-19 lockdown, until November 15, 2020. Workshop topics fell into two distinct types, those designed to help transition from inperson to remote delivery, and those designed to support teaching and learning in any form (in-person, remote, hybrid, blended, or HyFlex). Multiple offerings of each workshop were advertised and made available to all educators across all disciplines. All were delivered remotely, and most were 1.5 hours long.

RESULTS
137 different workshops were offered during the studied period of time, 80 of which were added in direct response to COVID. Most workshops were offered multiple times, with 519 individual learning opportunities available, 348 of which were in response to COVID. Table 1 shows the distribution of these workshops over the three terms. Table 2 shows the number of registrations by discipline. Of the 12,545 registrations, 1192 were by those in the faculty of engineering (9.5% of the total University of PEI; June 20 -23, 2021 -4 of 6 -registrations) and 11,353 by instructors in other disciplines (90.5% of the total registrations). Engineeringrelated educators make up 20.2% of the overall faculty population.   Figure 2 shows the workshop registration numbers for each of the three terms, noting that the winter and fall graphs represent only one half of the total number of weeks represented in the spring term. There was an assumption during the winter term that the COVID lockdown would be temporary (1925 registrations, 117 from engineering), and instructors sought out what they needed to learn to quickly transition from in-person to remote delivery. Most seemed to recognize the need to move beyond emergency remote delivery when restrictions continued into the spring (9042 registrations, 999 from engineering), and by fall seem to have settled into a new "normal" (1578 registrations, 76 from engineering).

Figure 2: Registration by Term
A Kruskal-Wallis H test shows a statistically significant difference in engineering faculty registration numbers in workshops associated with teaching-related threshold concepts, χ 2 (5) = 14.485, p = 0.013, with a mean rank participation of 54.66 for workshops not related to threshold concepts, 81.13 for workshops related to knowledge types, 77.79 for workshops related to cognitive engagement, 62.40 for those related to the classroom environment, 110.00 for those related to the authentic assessment, and 62.43 for those related to learning through feedback. There were no workshops related to pedagogical threshold concepts.
Follow-up Mann-Whitney U tests indicate four statistically significant differences in registrations. Faculty registrations per non-threshold concept-related workshop (µ = 9.18) were lower than those in workshops related to knowledge type threshold concepts (µ = 14.13, p = 0.009), and those in workshops related to authentic assessment threshold concepts (µ = 26.00, p = 0.015). Faculty registrations per authentic assessment threshold concepts (µ = 26.00) were higher than those in workshops related to cognitive engagement threshold concepts (µ = 9.12, p = 0.029), and those in workshops related to learning through feedback threshold concepts (µ = 6.29, p = 0.030).
A total of 716 registrations were made by engineering faculty in 78 unique workshops that were not related to any of the threshold concepts associated with postsecondary teaching. The focus of these workshops ranged from academic integrity to using online tools like Zoom and Microsoft Teams.
There were nine unique workshops related to the pedagogical threshold concept associated with knowledge types: Collaborative Learning in the Cloud, Action Research, Best Practices in Teaching, Lesson Planning for Remote Learning, and those related to using educational technology and applications in the classroom. Registrations from the engineering school numbered 113.
A total of 155 engineering faculty registrations were made in the 17 workshops related to the learning-related threshold concept associated with cognitive engagement: Bring Discussions Online, Psychology & Learning, Balance Student Learning, and the rest related to developing interactive learning objects and applications to engage learners.
Three unique workshops were offered that related to the authentic assessment threshold concept: Alternatives to Traditional Assessment, Alternatives to In Person Assessment, and Choosing Assessments for Remote Delivery. There were 78 registrations for this group of workshops from the engineering faculty.

DISCUSSION
The results of this study offer unique insights into the effects of a forced change in instructional practices. The

Proceedings 2021 Canadian Engineering Education Association (CEEA-ACEG21) Conference
CEEA-ACEG21; Paper 159 University of PEI; June 20 -23, 2021 -5 of 6 -analysis, when viewed through the lens of teachingrelated threshold concepts, highlights two key findings: 1. engineering educators took less advantage of the opportunity to learn new concepts and skills than their colleagues in other disciplines 2. there is some evidence that the pandemic triggered a willingness on the part of engineering educators to explore aspects of their teaching practices associated with pedagogical, learning and assessment related threshold concepts There was a common perception prior to the pandemic that engineering educators participated in fewer faculty development opportunities than their peers in other disciplines, especially those that focus on improving teaching and learning (instructional development). This has proven to be true during the first eight months of the pandemic. Although engineering educators represent 20.2% of the overall population, they made up only 9.5% of those who registered.
Reasons for this low participation may include a lack of incentive and a perceived lack of relevance. Felder and his team [21] report that in general many educators believe that the quality of their teaching has nothing to do with low ratings or poor performance of their students, so there is little incentive to improve or change the way they teach. With instructional development workshops most often delivered by social scientists, engineering educators don't see the content as relevant to their courses, subject, students, or problems.
The Felder study goes on to say that engineering educators are more likely to be attracted to, and influenced by, instructional development programs designed specifically with them in mind and delivered by a teaching expert with an engineering background. This appears to be the case for the studied engineering faculty, with 55.1% attendance at multiple offerings of one workshop tailored specifically for the engineering school, and delivered by an engineer/teaching expert. The findings of this study support Felder and team's recommendation that development opportunities for engineering educators be led by facilitators with pertinent content knowledge and experience.
The second key finding of this study suggests that the pandemic had a significant effect on the instructional development of engineering educators. They learned what they needed to survive and transition to a temporary teaching venue, and showed interest in exploring ways to adapt the way they teach and evaluate students. This aligns with findings of a global survey on the impact of COVID-19 on higher education [22] that reports the shift to remote delivery built faculty capacity in the use of new tools and systems need to deliver classes online. It suggests that there may be a "shift in mindset" among post-secondary educators opening them to a "new horizon of opportunities for teaching and learning". This may lead to an increase in innovative teaching pedagogies.
We believe that the data used in this study represents the pandemic-induced faculty development response at most Canadian post-secondary institutions, but recognize they are not statistically representative. The findings of this study may have a bias associated with confounding factors since it is unknown what specifically prompted or limited faculty development choices during the study period. This may limit the generality of the results of this study. Consequently, the findings should be considered in the context of the limitations of this study.

CONCLUSIONS AND FUTURE WORK
This research supports and extends the findings that engineering educators participate in fewer instructional development opportunities than their colleagues in other disciplines. It also hints that there is a willingness to explore evidence-based teaching practices. Only time will tell whether the pandemic-induced participation in instructional development opportunities related to pedagogy, learning and assessment threshold concepts will result in sustained changes in the teaching practices of engineering educators.
This research lays the foundation for further study. Work could be done to compare the pre-and postpandemic teaching practices of engineering educators. Studies could also be done to determine the effect that discipline-specific instructional development has on participation rates and/or on teaching practices.
It is hoped that adding the findings of this research to the existing body of evidence on the instructional development of engineering educators will encourage those responsible for their educational development to recognize the need for discipline-specific opportunities that support mastery of teaching-related threshold concepts in the areas of pedagogy, learning, and assessment.