Exploring the Changes of Physical Education in the Age of COVID-19

Autor/inn/en	Varea, Valeria; González-Calvo, G.; García-Monge, A.
Titel	Exploring the Changes of Physical Education in the Age of COVID-19
Quelle	In: Physical Education and Sport Pedagogy, 27 (2022) 1, S.32-42 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Varea, Valeria) ORCID (González-Calvo, G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2020.1861233
Schlagwörter	Physical Education; COVID-19; Barriers; Preservice Teachers; Preservice Teacher Education; Educational Change; Foreign Countries; Educational Technology; Technology Uses in Education; School Closing; Practicums; Teaching Methods; Group Activities; Cooperative Learning; Disease Control; Fear; Interpersonal Relationship; Spain + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Practicum; Praktikum; Praktika; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppenaktivität; Kooperatives Lernen; Furcht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Spanien
Abstract	Background: Physical education (PE) has been traditionally considered as a practical and 'hands-on' subject in schools, where close proximity and physical contact is common, particularly in Spain which has a high proximity culture. Significantly, the delivery of PE has changed because of the COVID-19 pandemic, and this brings significant consequences for preservice PE teachers. Purpose: The aim of the paper is to explore the changes of PE during COVID-19 and the effects on pre-service teachers. Methods: Semi-structured interviews were used to produce data with a group of 12 preservice PE teachers from Spain (four women and eight men) who were undertaking their practicum in PE when the COVID-19 lockdown was imposed in Spain [14 March 2020]. Dredging was used as an analytical technique to identify the relations and affects that comprised assemblages of bodies, things and social formations. Findings: Results suggest that preservice teachers are having difficulties in re-assembling PE in the age of COVID-19, and that this produces the affects of precarity, fear and insecurity. Furthermore, the PE re-assemblage also results in a shift of pedagogical affects. The participants particularly struggled to think on a PE assemblage that does not include the affect of physical encounters with their students. The new assemblage of PE also included encounters with digital technologies, which allowed for particular openings and closings for a re-alignment into the shifted PE. Conclusions: Pre-service teachers were unfamiliar with the way the PE assemblage has shifted, and this shifting affected their ability to produce affects in the 'new PE'. The new PE assemblage leads to a significant change in the culture of PE teaching in Spain, where physical contact between teachers and students was previously normal and taken for granted. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01