WHAT DID PHYSICAL EDUCATION TEACHERS LEARN FROM THE TECHNOLOGICAL DISRUPTION IN THEIR CLASSES? CHALLENGES AND UNCERTAINTIES ABOUT TECHNOLOGY USE AFTER THE PANDEMIC

Araújo, Allyson Carvalho; Casey, Ashley

doi:10.22456/1982-8918.144332

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FOCUS • Movimento 31 • 2025 • https://doi.org/10.22456/1982-8918.144332 linkcopy

WHAT DID PHYSICAL EDUCATION TEACHERS LEARN FROM THE TECHNOLOGICAL DISRUPTION IN THEIR CLASSES? CHALLENGES AND UNCERTAINTIES ABOUT TECHNOLOGY USE AFTER THE PANDEMIC

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

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

		Brazil		United Kingdom
		Survey (n = 158) Frequency %		Survey (n = 45) Frequency %
Age	25 to 34 years old	30	19%	19	42.2%
	35 to 44 years old	94	59.5%	20	44.5%
	45 to 54 years old	27	17.1%	04	8.9%
	55 to 64 years old	07	4,4%	02	4.4%
Gender Identity	Man	80	50.6%	25	55.6%
	Woman	75	47.5%	20	44.4%
	Non-binary	00	0%	00	0%
	Prefer not to answer	02	1.3%	00	0%
	Other	01	0.6%	00	0%
Educational qualification	Bachelor’s degree	73	46.2%	26	57.8%
	Master’s degree	71	44.9%	19	42.2%
	Doctorate degree	14	8.9%	00	0%
Education level of work	Primary	84	53.2%	01	2.2%
	Secondary	29	18.4%	35	77.8%
	Both	39	24.7%	8	17.8%
	Other	06	3.8%	01	2.2%
Teaching experience	5 to 10 years	49	31%	18	40.0%
	11 to 15 years	51	32.3%	10	22.2%
	More than 16 years	58	36.7%	17	37.8%


Variable	Test type	There have been changes in the curriculum or the inclusion of new topics in Physical Education since the end of the pandemic.	There are enduring changes in the way Physical Education teachers teach as a result of the pandemic.	The changes implemented as a result of technology during the pandemic have persisted in my teaching approach post-pandemic.	Digital tools or platforms that became essential for delivering remote Physical Education lessons during the pandemic are still being used in my current teaching.	Online resources, virtual fitness classes, or interactive fitness apps played an enhanced role Physical Education during the pandemic, and have continued to be a part of my curriculum.
Country	Mann-Whitney U	2972.500	3318.500	2896.500	3089.500	3093.000
Country	Asymp. Sig. (2-tailed)	0.083	0.471	0.043	0.155	0.161

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Universidade Federal do Rio Grande do Sul Rua Felizardo, 750 Jardim Botânico, CEP: 90690-200, RS - Porto Alegre, (51) 3308 5814 - Porto Alegre - RS - Brazil
E-mail: movimento@ufrgs.br

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[1] Source: prepared by the authors.