The curriculum took a back seat to huff and puff: Teaching high school health and physical education during Covid-19

Vaughan Cruickshank, Shane Pill, Casey Mainsbridge

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined secondary (high) school teachers’ experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE. Semi-structured interviews occurred with eight high school HPE specialist teachers, providing qualitative data for analysis. The analysis of teachers’ experiences indicated that in most cases HPE did not happen; rather, physical activity provision was initiated, or HPE was marginalised to a movement break between subjects with perceived higher status and priority. Additionally, teachers found that providing HPE online was challenging, and struggled to connect with, engage and provide equitable opportunities for their students online. The results showed that the move to online provision of HPE resulted in diminished educative purpose.
Original languageEnglish
Number of pages15
JournalEUROPEAN PHYSICAL EDUCATION REVIEW
Early online date16 Mar 2022
DOIs
Publication statusE-pub ahead of print - 16 Mar 2022

Keywords

  • Covid-19
  • marginalisation
  • physical activity
  • online teaching
  • Health and physical education

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