WHAT DID PHYSICAL EDUCATION TEACHERS LEARN FROM THE TECHNOLOGICAL DISRUPTION IN THEIR CLASSES? CHALLENGES AND UNCERTAINTIES ABOUT TECHNOLOGY USE AFTER THE PANDEMICAbstract
The pandemic caused global disruptions to in-person teaching and led to the unplanned adoption of digital technology. This article explores the challenges, fears, and uncertainties faced by PE teachers during the pandemic and seeks to understand whether these experiences encouraged them to consider using technology post-pandemic. Data were collected through a survey of 203 Brazilian and British PE teachers who taught PE classes before, during, and after the pandemic. The findings indicated that teachers changed their teaching during the pandemic. They reported concerns related to technology use. However, they stated that online communities contributed to their professional development during COVID. Analysis showed that Brazilian teachers were more likely than UK teachers to continue using technology post-pandemic. We conclude that teacher-specific experience and local context may determine what the new post-pandemic “normal" of PE looks like and how technology could be integrated.
Keywords
Physical Education; COVID-19; Physical distancing; Technology
Resumo
A pandemia causou interrupção global no ensino presencial e adoção não planejada de tecnologia digital. Este artigo explora desafios, medos e incertezas enfrentados por professores de Educação Física durante a pandemia e busca entender se isso os levou a considerar o uso da tecnologia pós-pandemia. Os dados foram coletados por meio de questionário com 203 professores de Educação Física brasileiros e britânicos em atividade antes, durante e depois da pandemia. As descobertas indicaram que os professores mudaram seu ensino durante a pandemia. Eles relataram preocupações relacionadas ao uso da tecnologia. Por outro lado, eles declararam que as comunidades online contribuíram para seu desenvolvimento profissional. A análise mostra professores brasileiros mais propensos do que os do Reino Unido a continuar usando a tecnologia pós-pandemia. Concluímos que a experiência específica do professor e o contexto local podem determinar como será o novo “normal” pós-pandemia da Educação Física em relação à tecnologia.
Palavras-chave
Educação Física; Covid-19; Distanciamento social; Tecnologia
Resumen
La pandemia ha causado una interrupción global en la enseñanza presencial con la adopción de la tecnología digital. Este artículo explora los desafíos, miedos e incertidumbres enfrentados por los profesores de Educación Física durante la pandemia y busca entender si esto los lleva a considerar el uso de tecnología en el post-pandemia. Los datos fueron recolectados a través de cuestionario con 203 profesores de Educación Física brasileños y británicos en actividad antes, durante y después de la pandemia. Los hallazgos indican que los profesores cambiaron su forma de enseñar durante la pandemia. Informaron preocupaciones relacionadas con el uso de la tecnología, pero declararon que las comunidades en línea contribuyeron a su desarrollo profesional. El análisis muestra que los profesores brasileños son más propensos que los del Reino Unido a continuar usando la tecnología después de la pandemia. Concluimos que la experiencia específica del profesor y el contexto local pueden determinar cómo será el nuevo “normal” post-pandemia en la Educación Física en relación con la tecnología.
Palabras clave
Educación Física; COVID-19; Distanciamiento social; Tecnología
1 INTRODUCTION
Physical Education (PE) has been historically understood as an area that is both socially constructed (i.e. “defined by what is said, done, and written in its name” (Kirk, 2010, p. 1) and resistant to pedagogical change (Kirk, 1992, 2010). That said and bearing in mind that the outcomes of Physical Education have traditionally focused on decontextualised or sport-based activities (Quennerstedt, 2019) it is understandable how resistant PE has become to change. With almost a century and a half of history, coupled with practices that have shaped PE as a sport-based subject, it is hard to say something new, do something different, or write something that meaningfully alters this dominant way of doing PE.
In his exploration of possible Physical Education futures, Kirk (2010) affirms that it is not possible to understand PE as a subject without engaging in a historical analysis. In his illustration, inspired by Dening (1993), Kirk suggests that our lives can be visualized as a double helix of past and present intertwined, where each helix has its significance. In this logic of thought, we need to be mindful that what we are doing today is intertwined with our past. Without this awareness, we may create a false sense that we are always developing something new that responds to the needs and aspirations of our times, but without an understanding of the criticisms that have been voiced before.
In this sense, the recent pandemic, as an important historical moment, required PE to operate unexpectedly and change its pedagogical approach. Initially, any troubles experienced when delivering classes remotely were exacerbated by the historical and socially constructed nature of PE as a face-to-face, practical, and experiential subject (Araújo; Ovens, 2022; O´Brien et al., 2020), Indeed, teaching PE online, it could be argued, was unthinkable prior to the pandemic.
The COVID literature has explored PE teachers’ feelings and experiences of making shifts in their pedagogical approaches needed when teaching in the pandemic. This included: a) teachers being afraid of the uncertainty regarding COVID-19 (Silva et al., 2021); b) teachers feeling inadequate and experiencing anguish regarding to adjust their personal and professional activities and reinvent their didactic and pedagogical actions through online classes and digital platforms (Leite et al., 2022); c) teachers feeling scared about the possibility of verifying student learning or even being unsure about the effectiveness of their efforts (Almonacid-Fierro et al., 2021); d) Teacher self-efficacy was shown to significantly decrease (Gobbi et al., 2021), as was their motivation for work (Korcz et al., 2021). As a result, teachers reported experiencing elevated stress, anxiety, and emotional exhaustion (Kamoga; Varea, 2021; Varea et al., 2023), and feeling that PE was further marginalization when taught in an online context. (Silva; Dinis, 2023; Cruickshank; Pill; Mainsbridge, 2021)
Importantly, the challenges acknowledged by PE teachers when teaching classes remotely can be considered as being both technological and pedagogical. Technologically, teachers noted the lack of internet access (Godoi; Novelli; Kawashima, 2021; Nurulfa et al., 2021; Phong et al., 2022) and of digital devices (Nurulfa et al., 2021; Korcz et al., 2021) among their students. Pedagogically, teachers mentioned difficulties in keeping students engaged (Phong et al., 2022) and of low student participation (Godoi; Novelli; Kawashima, 2021). Most of the challenges described in the literature reveal how inequalities in access to technology both negatively impacted students’ ability to engage in learning and teachers’ pedagogical approaches. Such challenges made some teachers conclude that a practical subject such as PE is not suitable for online teaching (Nurulfa et al., 2021) or, in the opposite way, feel that PE should have played a more important role during lockdown (Fuentes Nieto et al., 2023).
Conversely, literature also suggests that teachers reported positive perceptions of teaching remotely during the pandemic. In this case, teachers mentioned the successful use of digital technologies in the teaching-learning process (Godoi; Novelli; Kawashima, 2021) and welcomed the opportunity to collaborate in creating interactive and digital didactic materials (Leite et al., 2022; Méndez-Giménez, 2023; Méndez-Giménez et al., 2023). They also declare that online teaching was an opportunity to critically reflect on PE teaching (Kucera et al., 2022), learn about technology and their ability to create good content for their students (Centeio et al., 2021) and encourage autonomy and responsibility among students (Monguillot et al., 2023).
In their work considering what happened to PE pedagogy during the pandemic, Lambert, Hudson, and Luguetti (2023) posited that even if we position the pandemic as an opportunity to advance an engaging pedagogical approach, there is no robust evidence that PE took advantage of such an opening. In considering 38 articles in a critical study review that focused on Bell Hooks’ engaged pedagogy, the review pointed out that some authors were worried about the end of pandemic restrictions and the possibility that many schools in many countries would return to practices observed in PE before the pandemic (Blain; Standage; Curran, 2022; Cuenca-Soto et al., 2021). Such a return would suggest that the period of restrictions and online teaching did little to help the teachers rethink their practices.
Despite the growing evidence that teachers enhanced their pedagogical and technological skills after the pandemic (González-Rivas et al., 2022), there is no research that explores teachers’ perceptions of the impact of COVID on contemporary PE practice nor the current relationship teachers might see between pedagogy and technology. In considering the work of Kirk (2010) and Dening (1993), we are drawn to ask the question “What have we learned from the recent pandemic-impacted past that might provoke disruptive changes in PE teaching practices related to technology?”. We are concerned that a lack of change may mean teachers feel trapped or paralyzed in their respective practices and have simply returned to traditional PE classes without considering past criticism and future aspirations. To do so without criticism of previous practices may only serve to reaffirm PE resistance to pedagogical change. That is problematic and potentially closes the door on ongoing PE pedagogical development and our openness to new futures.
In recognition of the above concerns, this study explores the challenges, fears, and uncertainties faced by PE teachers during the pandemic and seeks to understand whether these prompted them to consider using technology post-pandemic.
2 METHODS
An exploratory descriptive design was used to investigate teachers' feelings during the pandemic and practice perspective post-pandemic. An online survey to collect data from Brazilian and British PE teachers was used. The survey had multiple-choice questions and free-text questions, which allowed us to use a mixed approach.
2.1 PARTICIPANTS AND CONTEXT
Data collection took place between November 2023 and April 2024 with 203 teachers (one hundred men, ninety-one women, and three prefer not to answer or prefer to describe themselves as other) from different regions of Brazil (n=158) and the United Kingdom (n=45). Participants were aged between 25 and 63 years old and declared to have more than 5 years of teaching experience working in primary and secondary public and private schools. The characteristics of the participating schools are presented in Table 1.
2.2 INSTRUMENT
The data collection instrument was developed using the JISC Online Surveys platform (https://www.onlinesurveys.ac.uk/). The online survey was created for this research and validated by an International Advisory Group consisting of six Physical Education academics working in six different contexts/countries. The survey focused on teachers’ attitudes and perceptions of teaching during and post-pandemic. The 37-item survey addressed six sections with the following information: a) Personal Information and Demographic Details, b) School strategies for conducting activities during the pandemic, c) Teacher strategies for conducting activities during and after the pandemic, d) Physical Education during and after the pandemic, e) Technology during and after the pandemic, and f) Young people during and after the pandemic.
The first three sections were composed of multiple-choice questions and free-text questions, which were presented using descriptive statistics. The last three sections were composed just of statements evaluated by multiple-choice questions. Each item was rated on a 5-point Likert scale, ranging from 1 to 5 using descriptors such as 1-Strongly Disagree, 2-Disagree, 3-Neutral, 4-Agree, and 5-Strongly Agree. Those three last sections were analyzed with inferential statistics.
3 RESULTS AND DISCUSSION
Three themes were generated from the analysis: a) the perceived impact of the pandemic on Physical Education, b) the challenges and changes experienced during the pandemic, and c) long-term pedagogical and/or technological changes. The first and second themes refer to the experiences of teachers during the pandemic, while the third theme addresses teachers’ expectations regarding their continuing use of technology after the pandemic. Importantly, the first two themes demonstrated a certain homogeneity in the teachers’ responses about their impressions of the possible impacts of the pandemic on Physical Education, including challenges and changes in their practices, with no notable discrepancies between teachers from different countries, of different genders, or different lengths of professional experience. The third theme, in contrast, highlights one significant statistical difference between teachers of different countries.
3.1 THE PERCEIVED IMPACT OF THE PANDEMIC ON PHYSICAL EDUCATION
The results from the survey showed that teachers in both Brazil and the UK agreed that the pandemic had an influence on the teaching of Physical Education. As Figure 1 shows, the majority of teachers in both countries (79% Brazil and 60% UK) “agreed” and “strongly agreed” that the pandemic influenced the overall approach taken to teaching Physical Education in schools and other educational settings. Importantly, many teachers “agreed” and “strongly agreed” that the influence of the pandemic was negative (56% Brazil and 62% UK). Despite this overall impression, some teachers (30% and 13% respectively) “disagreed” and “strongly disagreed” with this statement while others (13% and 24% respectively) “neither agreed or disagreed” with this negative impression. Similarly, and in answering a related question about the positive impact of the pandemic, many teachers (47% and 62% respectively) “strongly disagreed” and “disagreed” that the impact of the pandemic was positive. Despite this continued shift towards the negative, 15% and 24% and 38% and 13% respectively either “neither agreed or disagreed” or “agreed” and “strongly agreed” that the impact of the pandemic was positive.
The predominantly negative impact teachers noted as a result of the pandemic found in this study is not new and has been noted in previous research in Physical Education. Araújo and Ovens (2022) and O’Brien et al. (2020) found that during remote teaching teachers struggled to shift their face-to-face knowledge and expertise, which focused on interaction strategy or corporal challenges, to a virtual environment. It is interesting, however, to note that most teachers in these two studies considered the changes induced by the shift online to be negative. We believe the negativity reported in both these studies and ours is related to traditional PE sporting activities and their resistance to change pointed out by Kirk (2010), now based on digital technology dissent. Varea, González-Calvo and García-Monge (2022) already pointed out preservice teachers struggles to create familiarity and the ability to adapt to the new Physical Education delivered by technology. According to the authors, it happens because “preservice teachers have been traditionally educated into a previous notion of PE” (Varea; González-Calvo; García-Monge, 2022, p. 40).
The literature registered that traditional Physical Education sports activities are shaped by beliefs and practices shared across generations that contribute to the profession’s resistance to change (Parker; Patton; Tannehill, 2016). Studies before the pandemic highlighted that PE teachers form a homogeneous group with a strong disposition towards sports (Ferry, 2018; O'Neil; Richards, 2018). Similarly, a post-pandemic study (Flemons et al., 2024) highlighted that Physical Education teachers still recognize themselves through symbolic and cultural capital based on effort, enthusiasm, and physical competence. These elements reinforce a traditional pedagogical approach based on sports, which struggles to adapt to a virtual environment. Consequently, it is understandable that teachers’ perceptions of the pandemic were negative, as its impact destabilized their idea of Physical Education.
In articulating their impression that the impact of the pandemic was predominantly negative, teachers indicated that the pandemic forced them to change their approach to PE. 56% of Brazilian teachers and 62% of UK teachers indicated that they felt the pandemic harmed PE. The two most cited negative aspects of the pandemic mentioned by teachers, with more than 50% of answers from Brazilian and UK PE teachers, were a) lack of technological devices or Internet connectivity and b) student apathy or disengagement. Those findings match concerns voiced by Godoi, Novelli and Kawashima (2021), Korcz et al. (2021), Nurulfa et al. (2021), and Phong et al. (2022), who noted a lack of Internet access among their students and the absence of technological devices in students’ homes as barriers to either synchronous or asynchronous engagement in school work.
In their study of 526 Spanish PE teachers, for example, Fuentes Nieto et al. (2023) found that a digital gap in terms of access to both technological devices and the Internet prevented students from following teacher designated activities online. Similarly, Montenegro, Raya and Navaridas’s (2020) study in Spain reported that 27% of the 252 teachers surveyed suggested their students did not meet the expected levels of learning and development outlined in the Physical Education curriculum during the pandemic. They attributed this to the impact of the digital divide which they in turn linked to inequality. Furthermore, Fernández-Río et al. (2022), in their quantitative study with 3700 Spanish teachers, reported that 75% of respondents indicated that 20% of their students had not been able to participate in online lessons because they lacked the infrastructure to engage.
Whilst teachers’ overall impressions of the impact of the COVID-19 pandemic appears to be negative, there were, at least for a minority of respondents in the current study, some positives to come out of the pandemic. The most positive aspects cited by teachers were “the possibility of discovering new technological teaching tools,” noted by 50% of UK teachers and 31% of Brazilian teachers, and the possibility of interacting online with students, highlighted by 23 % of UK teachers and 28% of Brazilians. This finding mirrors those from Centeio et al.’s (2021) study carried out with 4,302 American PE teachers. This research found that more than 28% of teachers surveyed declared that overcoming challenges or learning about technology during the pandemic was one of their greatest successes.
In general, our findings support those of previous research which shows that the pandemic affected PE negatively. Specifically, teachers have previously indicated they needed to overcome challenges such as lack of equipment and Internet access (Nurulfa et al., 2021) or felt unprepared to use technology during the pandemic (Leite et al., 2022). The positive aspects, which relate to discovering tools or ways to connect with students, are less well documented. In their critical review of 38 pandemic-related articles, Lambert, Hudson and Luguetti (2023) found that teachers were frustrated with the pandemic and focused on finding platforms on which to host remote learning rather than develop themselves pedagogically. In this sense, it is understandable that some teachers felt pride when overcoming or learning about technology in this disruptive moment (Centeio et al., 2021) and were able to see this small victory as a positive aspect.
As we have seen in our data and the literature, the theme of the impact of the pandemic on Physical Education teachers’ perceptions could offer us both positive and negative aspects. On the whole, the negative aspects were more prevalent than positive ones in our study. It is important to highlight, however, that all elements of the complex situation created by the pandemic should be analysed in its local contexts. For instance, a study of 1,148 teachers from six European countries presented notable differences in teachers’ evaluations of online teaching, with a positive evaluation reported by teachers from Croatia, Poland, and Bulgaria, a negative one by teachers in Macedonia and Kosovo, and a neutral valuation by Turkish teachers (Korcz et al., 2021). Thus, it is noticeable that even in close geographical spaces we have different perceptions of the impact of the pandemic and such differences are due to the social contexts of each group of teachers.
3.2 THE CHALLENGES AND CHANGES EXPERIENCED DURING THE PANDEMIC
The second theme explores teachers’ perceptions of the challenges, changes, and possibilities of the pandemic. Survey results indicated that Brazilian and UK teachers agreed that they faced challenges and changes during the pandemic. As seen in Figure 2, the majority of teachers (85% Brazil and 73% UK) “agreed” and “strongly agreed” that technology had a significant impact on their approach to teaching during the pandemic. These data indicate that both Brazilian and UK teachers had already been using digital technology before the pandemic (not only as a response to it). Equally, it suggests that during the pandemic teachers came to realize the significant impact technology had on their teaching.
Concurrently, the majority of teachers (90% Brazil and 67% UK) “agreed” and “strongly agreed” that they had concerns or faced challenges regarding the increased use of technology in PE. However, the majority of teachers (73% Brazil and 64% UK) “agreed” and “strongly agreed” that through technology, such as online communities and social media platforms, they had improved either their professional development and/or their networking opportunities as PE teachers. Whilst Aguilar et al.’s (2021) study indicated that “teachers’ professional uses of social media are diverse and highly specific to each teacher”, this finding suggests that the pandemic was a time in which teachers sought of professional development opportunities. Indeed, it seems to affirm that teachers (at least those in this study) were more likely to use social media to learn, connect, and/or share content and experiences after the pandemic had began. This finding contrasts that of Aguilar et al. (2021) who reported no statistical significance in social media use by teachers either before or during the pandemic.
In regard to challenges and changes, our data suggests that the majority of teachers (71% Brazil and 44% UK) “agreed” or “strongly agreed” that technology had been integrated into their practices in response to the pandemic. This finding matches that of Fuentes Nieto et al. (2023), who showed that 61% of teachers surveyed claimed that while they used “little” or “none” technological applications and resources prior to the pandemic this increased to 100% usage during the pandemic. In the same way, most PE teachers in this study agree that technology had an impact on their approach to teaching.
One of the enduring problems to emerge from the literature both during and after the pandemic relates to PE teachers ill-preparedness to deliver online classes and manage technology platforms (e. g. Cece; Guillet-Descas; Lentillon-Kaestner, 2022; Centeio et al., 2021; Kim et al., 2021; Leite et al., 2022). In keeping with this literature, our findings indicate that PE teachers sought to overcome this lack of preparation by supporting or seeking support from other teachers in their online networks. López-Fernández et al., (2023) showed that teachers understood that they were not alone in facing the teaching challenges brought about by the pandemic. In their efforts to overcome these challenges the teachers in López-Fernández and colleagues’ study (2023) engaged in collaborative and peer learning through online communities and social media platforms (explicitly blogs and online messaging platform groups). Another study reported that social networks helped PE teachers who experienced difficulties when creating content in the early stage of online classes during the pandemic (Jeong; So, 2020).
Whilst this study indicated that PE teachers overcame several difficulties through collaboration, challenges remained. One of the most significant findings from our survey was that 90% of Brazilian and 67% of UK PE teachers indicated concerns regarding the increased use of technology. Such concerns are mirrored in a number of other studies. In Brazil, for example, Silva et al. (2020) reported that 33.2% of students stated that they had difficulty accessing the content provided by the school due to a lack of access to devices, the Internet, or skills on digital platforms. In Spain, Fontes Nieto et al. (2023) and Montenegro, Raya and Navaridas (2020) reported that teachers expressed concerns that the digital divide, especially with regard to the socio-economic and socio-cultural standing of families may affect the ability of students to following online classes. In other studies, this time in Portugal and Spain, support was shown for the idea that the pandemic harmed students’ motivation in PE classes during the pandemic (López-Fernández; Burgueño; Gil-Espinosa, 2021; Mata et al., 2021). For the most part those concerns in different contexts are related more to a health situation and social context than the PE class environment.
3.3 LONG-TERM PEDAGOGICAL AND/OR TECHNOLOGICAL CHANGES
The survey results also showed teachers’ opinions related to long-term pedagogical and/or technological changes. In this theme, we found heterogeneity regarding teachers’ responses about their beliefs about PE after the pandemic, with at least one statistical difference between teachers from different countries, of genders, or lengths of professional experience. For instance, Brazilian teachers suggested they were more likely to persist in using technology in their teaching approach post-pandemic (59% agree or strongly agreed) than their UK counterparts (42% agree or strongly agreed).
In this case, we perceive the answers difference as statistically significant (U = 2896.500; p < 0.05 - see table 2) in which Brazilian teachers (MD = 4.0) have higher rates of agreement than teachers in the UK (MD = 3.0). These findings converge with the recent tendency of Brazilian PE pedagogy to absorb technology in their practices and curriculum (Araújo; Cavalcante, 2023; Farias; Impolcetto, 2021).
Similarly, Brazilian teachers indicate that while digital tools or platforms become essential for delivering remote Physical Education lessons during the pandemic they are still being used in their current teaching, with 57.6% agreeing or strongly agreeing, while just 44.4% of UK teachers agree or strongly agreed with this statement. Simultaneously, more than half Brazilian teachers (with 51% agreeing or strongly agreeing) suggested that they have continued to include the online resources, virtual fitness classes, and/or interactive fitness apps that played an enhanced role in PE during the pandemic in their post-pandemic curricula. In contrast only a third of UK teachers had done similar (with 33% agreeing or strongly agreeing).
Regarding the long-term pedagogical and technological changes post-pandemic, the literature, up to now, does not support our findings. Some studies have, however, suggested inferences based on their interpretations of teachers experiences. For instance, an Indonesian study with 41 PE teachers (Ardiansyah; Setiawan, 2023) pointed out that some benefits (such as the increase in the teachers’ ability to use learning technology or the habits of communication developed between teachers and parents) may endure post-pandemic. Similarly, Erwin et al.’s (2021) study in the USA suggests there were aspects of technology use during the pandemic that teachers should focus on in the post-pandemic context. For example: being consistent in delivering content through platforms, always considering e-learning as supplementing student learning, and utilizing recording technologies to increase physical activity beyond the classroom.
In turn, López-Fernández et al. (2023), highlighted teachers’ resilience through the pandemic and asserted that even though teachers struggled in the early pandemic months they left the lockdown more prepared. In their words “the post-pandemic teacher felt like a professional with more resources, versatility, flexibility, and preparedness to face new and challenging situations” (López-Fernández et al., 2023, p. 1091). Even though the promising teachers’ attitudes described in the literature are welcome, none of them are based explicitly on teachers’ opinions.
One of the possible explanations for why Brazilian PE teachers stated they were more likely to persist in using technology post-pandemic is the length of time in which they faced lockdown. In the Brazilian case, schools were closed for 178 instruction days (excluding school holidays, public holidays, and weekends, while the UK lost a maximum of 88 instruction days to closure (OECD, 2022). This data shows us that Brazilian teachers had twice the amount of time to incorporate technology into their practices than UK teachers. Alternatively, the Brazilian curriculum positions PE in the Language Area (Brasil, 2018) offering teachers the possibility to approach PE content across different modalities of language (e.g. Written, Oral, Visual, and Spatial, among others), including the use of digital technology (Araújo et al., 2021, 2024). Indeed, Brazilian teachers have taken the chance to mix those modalities of language to deliver classes through digital technology as is registered in the literature (Araújo; Leite, 2024; Melo et al., 2021; Silva et al., 2021). In its turn, the UK Curriculum is shaped by “competencies”, “performances”, and “abilities” in which “there is significant reference to a discourse of performance, where learning motor skills and engaging in competitive sports appear to be the primary function of PE” (Gray et al., 2022, p. 585).
Conversely, 51% of UK teachers, in comparison to 42% of Brazilian teachers, indicated that they agreed or strongly agreed that there have been changes in the curriculum (with the introduction of new topics) since the end of the pandemic. These findings show that while the pandemic has provoked impact and change in Physical Education, the responses are different in each context.
4 PRACTICAL IMPLICATIONS AND STUDY LIMITATIONS
In general, this study raises further concerns [see Blain; Standage; Curran, (2022) for more information] that resistance to technologically-assisted pedagogical change in Physical Education has been firmly associated with the enforced disruptive period of the pandemic. Whilst the ubiquitous use of technology has resulted in teachers learning to use new tools and/or create of online communities to exchange knowledge and experiences, it has also raised questions about the ongoing relevance of technology in Physical Education.
Reflecting on the findings, we recognise that one key lesson from the pandemic is the importance of using technological tools thoughtfully to enhance or support teaching when necessary. Simply rejecting their use now that we have returned to face-to-face teaching disregards the valuable learning experiences gained during this time. Conversely, an uncritical and excessive reliance on technology in the post-pandemic period risks overlooking the pedagogical and accessibility challenges faced during lockdown.
Furthermore, we believe that each context requires specific reflection, as the process of learning to teach Physical Education remotely was shaped by the unique realities of each teacher. This included, but were not limited to, their cultural background and societal and personal perceptions of technology use in Physical Education, their proficiency with digital technology, and their students’ access to devices and overall connectivity.
When seeking the opinions of teachers from Brazil and the UK, each of whom worked in distinct social and pedagogical contexts, we must acknowledge some of the limitations inherent in our study. While the findings reveal clear trends in their perspectives, the sample size is a limitation when compared to the larger population of Physical Education teachers in these countries. Furthermore, exploring the opinions and perceptions of teachers from only two countries limits the scope of what we can discern. It would therefore be important to broaden the scope of the discussion and enrich the debate by surveying teachers from other contexts or countries.
In summary, the key themes generated in this paper allow us to extract three key implications for Physical Education teaching and learning in the post-pandemic period:
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Negative Perceptions of the Pandemic’s Impact: The negative view of the pandemic’s influence on Physical Education highlights a continued resistance to pedagogical change in the field. Even in the face of significant global social and health challenges, many teachers appeared to be constrained by a fixed and traditional understanding of Physical Education (Kirk, 2010) and struggled to implement meaningful changes to their teaching practices as a consequence of the pandemic. Thus, it is desirable to invest in continuing Physical Education teacher education (Souza Jr.; Oliveira; Araújo, 2022) to attempt to promote more organic changes in the pedagogical practice of Physical Education.
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Challenges and Changes During the Pandemic: The experiences of teachers during the pandemic reveal both positive and negative aspects. Their situated experiences produced varied narratives, with technology and pedagogy taking turns as the primary focus of their attention. Aligning with Fawns (2022) and Calderón and Sargent (2024), we advocate for an “entangled pedagogy”, where technology and pedagogy co-evolve and influence one another to create a more integrated approach to Physical Education.
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Long-Term Pedagogical and Technological Changes: To better understand how teachers’ opinions and practices evolve over time, a longitudinal study is needed. Importantly, this was the only area where teachers from Brazil and the UK showed significant differences, underscoring the need to critically examine teacher training and teaching practices through different socio-cultural lenses. While there are clearly differences in how digital technology is used in Brazil and the UK, the growing literature points to blended learning as a promising trend in Physical Education pedagogy (Blain; Standage; Curran, 2022; Killian; Kinder; Woods, 2019; Østerlie et al., 2023).
5 CONCLUSION
This study has explored the challenges, fears, and uncertainties faced by PE teachers during the pandemic and has sought to understand whether these prompted these teachers to consider using technology post-pandemic. The main findings highlight elements already pointed out by the literature, such as teachers’ perception of the negative pandemic effect on PE or challenges/possibilities and changes during the pandemic. However, the data also suggest a tendency for teacher attitude to persist in using technology in their teaching approach post-pandemic, mainly Brazilian teachers.
However, the findings should be interpreted in light of the study’s methodological limitations. The sample of 203 teachers in this study does not represent all Physical Education teachers in Brazil and the United Kingdom, which limits the generalizability of the results. Additionally, a key limitation of the study is the reliance on self-reported data from the teachers, who may have provided responses that were biased or based on limited understanding.
Anyway, challenging times, such as the pandemic, could have had powerful effects on social practices such as teaching. However, continuing to teach as before is presuming that we have not learned much from the pandemic. It suggests a belief that unique elements, such as technology, which were used extensively during the pandemic, offer nothing in the way of reform in PE. If this is the case, then, as a field, PE has once again failed to respond to the criticisms that have been voiced before, and has failed to grasp, with both hands, the opportunities that the pandemic presented. PE has, it seems, as Quennerstedt (2019) suggested, once again continued to prioritise the P whilst simultaneously ignoring the potential of the E in PE.
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FUNDING
This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Finance Code 001.
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RESEARCH ETHICS
The research project was submitted and approved by the Universidade Federal do Rio Grande do Norte - UFRN Human Participants Ethics Committee, protocol number 73128823.4.0000.5537 Parecer - 6.565.897
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HOW TO CITE
ARAÚJO, Allyson Carvalho; CASEY, Ashley. What did Physical Education teachers learn from the technological disruption in their classes? Challenges and uncertainties about technology use after the pandemic. Movimento, v. 31, p. e31020. Jan./Dec. 2025. DOI: https://doi.org/10.22456/1982-8918.144332.
RESEARCH DATA AVAILABILITY
Data usage not reported
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Edited by
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EDITORIAL RESPONSIBILITY
Alex Branco Fraga* https://orcid.org/0000-0002-6881-1446Elisandro Schultz Wittizorecki* https://orcid.org/0000-0001-7825-0358Mauro Myskiw* https://orcid.org/0000-0003-4689-3804Raquel da Silveira* https://orcid.org/0000-0001-8632-0731Pedro Antonio Sanchez Miguel*** https://orcid.org/0000-0002-1660-535X* Universidade Federal do Rio Grande do Sul, Escola de Educação Física, Fisioterapia e Dança, Porto Alegre, RS, Brazil.** Universidad de Burgos, Burgos, Spain*** Universidad de Extremadura, Caceres, Extremadura, Spain
Publication Dates
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Publication in this collection
27 Oct 2025 -
Date of issue
2025
History
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Received
11 Nov 2024 -
Accepted
11 Feb 2025 -
Published
04 Aug 2025
Source: prepared by the authors.
Source: prepared by the authors.
Source: prepared by the authors.