Teaching Physical Education Post-COVID-19: Curriculum, Instruction, and Assessment

Abstract

Purpose: While numerous studies have explored the challenges of teaching physical education during COVID-19, there is a gap in research on physical education post-COVID-19. Therefore, this study aimed to examine physical education practices post-COVID-19, focusing on the changes in curriculum, instruction, and assessment. Method: A mixed method with a concurrent triangulation design was utilized in this study. The participants included 94 physical education teachers. Descriptive statistics were used to analyze quantitative data, while open and axial coding techniques were employed for qualitative data analysis. Results: The results underscore the shifts in the emphasis on the three learning domains in curriculum, instruction, and assessment across various time periods, with a focus on the affective learning domain in postpandemic physical education. Discussion/Conclusions: This study provides insights into teaching physical education post-COVID-19, including adaptation to physical education practice, enhancement of student affective learning, continuity in physical activity promotion, and integration of technology.