'Just do some physical activity': Exploring experiences of teaching physical education online during Covid-19

Abstract

This study aimed to explore teacher experiences of online delivery of physical education (PE). Research has noted the use of blended learning and flipped classrooms in PE, yet little is known about the delivery of fully online school PE. The move to online teaching required by Covid-19 suppression measures in 2020 provided an opportunity to explore the delivery of PE online. Data was obtained from teachers forced to shift to online teaching delivery of primary school PE in one Australian state during 2020. Semi-structured interviews occurred with 11 primary school PE specialist teachers providing qualitative data for analysis. The analysis of teachers' experiences indicated that in most cases PE did not happen, rather, physical activity provision was initiated or PE was marginalised to a movement break between subjects with perceived higher status and priority. The importance of teacher-student connection to the teachers and inconsistency surrounding the use of online learning platforms emerged as concerns of the teachers. The results show that the move to online provision of PE resulted in diminished educative purpose.

Full text

Issues in Educational Research, 31(1), 2021 76
‘Just do some physical activity’: Exploring experiences of
teaching physical education online during Covid-19
Vaughan Cruickshank
University of Tasmania, Australia
Shane Pill
Flinders University, Australia
Casey Mainsbridge
University of Tasmania, Australia
This study aimed to explore teacher experiences of online delivery of physical education
(PE). Research has noted the use of blended learning and flipped classrooms in PE, yet
little is known about the delivery of fully online school PE. The move to online teaching
required by Covid-19 suppression measures in 2020 provided an opportunity to explore
the delivery of PE online. Data was obtained from teachers forced to shift to online
teaching delivery of primary school PE in one Australian state during 2020. Semi-
structured interviews occurred with 11 primary school PE specialist teachers providing
qualitative data for analysis. The analysis of teachers’ experiences indicated that in most
cases PE did not happen, rather, physical activity provision was initiated or PE was
marginalised to a movement break between subjects with perceived higher status and
priority. The importance of teacher-student connection to the teachers and inconsistency
surrounding the use of online learning platforms emerged as concerns of the teachers.
The results show that the move to online provision of PE resulted in diminished
educative purpose.
Introduction
In Australia, physical education (PE) is an essential education provision that is central to
the development of the skills, knowledge, and attitudes necessary for lifelong health and
wellbeing. It is a part of the essential learning area called Health and Physical Education
(HPE), within which all Australian students within compulsory ages of schooling are
required to take physical education (Ministerial Council on Education, Employment,
Training and Youth Affairs (MCEETYA), 2008). As an element of the minimum 80 hours
of curriculum time per year suggested necessary for students to meet the achievement
standards of the Australian Curriculum: HPE (AC:HPE), participation in physical activity
on a weekly basis is recommended (Australian Curriculum, Assessment and Reporting
Authority (ACARA), 2012, 2020). We recognise that the extant PE literature contains a
historical tension in PE, between PE as an educative endeavour and PE as a context for
the promotion and accumulation of physical activity. The Australian Curriculum: HPE is
clearly focused on PE having an educative focus and an inquiry emphasis directed by the
key propositions providing the curriculum rationale and objectives (ACARA, 2020).
The site for this study was primary schools, where it is recognised that regular
participation in primary/elementary school PE is an important foundation to ‘becoming’
physically educated and to the physical literacy that informs physical activity as an ongoing
lifestyle choice (Hyndman & Pill, 2017). Additionally, PE helps establish and maintain

Cruickshank, Pill & Mainsbridge 77
children’s physical, social, cognitive, and emotional interest in current and future
participation in physical activity (Kohl & Cook, 2013). However, in Australia concerns
about levels of sedentariness and the diminishing development of movement ability of
children and young people and its effects on the self-efficacy to pursue physical activity
are well documented (e.g., Pill & Harvey, 2019; Rudd, Barnett, Butson, Farrow, Berry &
Polman, 2015). There is evidence that in Australia most students may now leave primary
school physical education with deficits in fundamental movement skill attainment (Active
Healthy Kids Global Alliance, 2020; Pill & Harvey, 2019).
Primary school PE is a contested space with the quality of school programs continually
questioned while acknowledging the difficulties of delivering what is an important but not
necessarily a priority subject (Hyndman et al., 2019). While all learning areas, along with
general capabilities, are considered critical to student learning, research (e.g., Gaudreault,
Richards & Woods, 2018; Richards, Templin & Graber, 2014) has noted education
stakeholders ascribe higher status to subjects such as maths and science which are
considered more academically rigorous and more centrally aligned to the academic
priorities of the school. Additionally, the requirement for all Australian students in Year 3,
5, 7 and 9 students to undertake annual standardised tests in literacy and numeracy has
narrowed the curriculum to focus on testable content (Bleazby, 2015) and marginalised
other, traditionally lower status learning areas such as HPE which are often not afforded
the priority and time allocation they require (Cruickshank, Hyndman, Patterson & Kebble,
2020; Curry, 2012).
In most Australian states, historically, the classroom teacher has been responsible for
delivery of primary school PE unless the school decides to employ a specialist teacher to
take PE and give the classroom teacher non-contact time for marking, preparation and
administration (Morgan & Hansen, 2007; Pill, 2007). Barriers to class teacher delivery of
PE include inadequate pre-service preparation (Dinham & Williams, 2019), ‘crowded
curriculum’ expectations on subject coverage, knowledge and priorities, confidence to
teach physical education, low expectations and value placement on PE, and a preference
for teaching subjects that are ‘in the classroom’ (Jenkinson & Benson, 2010; Usher,
Anderton & Ellis, 2014). Class teachers often report they would prefer to teach other
learning areas in preference to physical education and agree that ‘specialist teachers’
should be involved in the teaching of physical education. Specialist teachers of physical
education in primary schools face the additional challenge of insufficient time allocation to
deliver the curriculum (Morgan & Hansen, 2007; Pill, 2007; Sloane, 2010). Qualification
and preparation to teach PE are also barriers to quality PE in primary schools (Lynch &
Soukup Sr, 2017).
While some teachers and school administrators have expressed concern that time
allocated to PE will affect literacy and numeracy attainment, there is no evidence that
schools with relatively high PE time disadvantage students in subjects considered more
academic (Dollman, Boshoff & Dodd, 2006). Despite the absence of evidence, PE has a
history of marginalisation in many countries in primary schools to accommodate the
demands of other learning areas (Brown, Lewis, Murtagh, Thorpe & Collins, 1999; Fox &
Harris, 2003; Marshall & Hardman, 2000), contradicting consistent evidence of gains in

78 ‘Just do some physical activity’: Exploring experiences of teaching physical education online during Covid-19
academic attainment with exposure to structured physical activity in schools (Dollman et
al., 2006). PE in Australian schools has faced a history of persistent challenges in
curriculum implementation and status (Pill, 2016; Tinning, 2010).
Teaching for effective learning
Contemporary interest in PE is not only on increased provision but also on ‘teaching for
effective learning’ of ‘quality’ PE programs (Light, Curry & Mooney, 2014; Pill, 2011;
UNESCO, 2015; Williams & Pill, 2019). Teaching for effective learning, which underpins
the provision of quality PE is dependent on the teachers responsible for the organisation
and delivery of the curriculum. In the Australian context, the AC:HPE is informed by an
Arnoldian perspective (Arnold, 1979) suggesting PE is more than the provision of
movement contexts and physical activity, it is deliberately constructed learning
environments for education in movement, about movement, and through movement
(ACHPER, 2009; Williams & Pill, 2019).
Research has noted the use of blended learning, exergames and flipped classrooms in PE
(e.g., Hinojo Lucena et al., 2020; Pedersen, Cooley & Cruickshank, 2017; Webster, Coe &
Cruickshank, 2017), yet, little is known about the delivery of fully online school PE.
School of the Air provides distance education in Australia through online delivery to
children living in remote and isolated situations with course material linked to the
Australian Curriculum or where relevant the state derivative of that curriculum. Author 2
(Shane Pill) has experience advising School of the Air PE teachers with meaningful
physical education curriculum delivery. In higher education settings, online delivery is
relatively common, with synchronous and asynchronous delivery the subject of research
consideration. In the PE setting, Hyndman (2017) investigated engaging generalist pre-
service teachers with practical learning components via online platforms in PE through
asynchronous online delivery. Relevant to schools, Watson (2008) suggested, “online
learning offers the advantage of personalization, allowing individualized attention and
support when students need it most” (p. 2).
Into the already complex situation that is the provision of teaching for effective learning
in primary school PE, schools in Australia were forced into online only in Term 2, 2020,
due to measures taken to suppress and restrict the spread of Covid-19. The aim of this
study was to investigate the effects on the educative purpose of PE when primary school
teachers are forced into an online delivery of the curriculum. Students were required to
study online from home for 10 weeks, with schools only being ‘open’ to families of
essential workers who continued in the workforce while the rest of the population were
under work from home requirements. Within this socio-historical context, the formulation
of the research problem was informed by the context that we know little about: provision
of primary/elementary school PE curricula by online delivery. It is important to know
more about this phenomenon to inform future situations like that experienced by Covid-
19 suppression measures as well as existing distance education by online delivery.
Participants taught in primary schools in the state of Tasmania. Tasmanian schools deliver
the AC:HPE (ACARA, 2020). This common curriculum framework sets out the

Cruickshank, Pill & Mainsbridge 79
objectives of the curriculum via five key propositions to guide teacher planning and the 12
content focus areas, curriculum content divided into two strands of learning described by
elaborations of student performance from which teachers can plan and implement student
learning experiences, and assessment expectations via descriptions of student achievement
standards to be met by Grades 2, 4, 6, 8 and 10.
Physical education online during Covid-19
Research is beginning to emerge on the experience of teaching PE online during Covid-19
suppression measures. It is appearing that few if any guidelines are being provided to
teachers by education departments, teachers are finding out ‘what works’ by ‘trial and
error’, many PE teachers miss the face-to-face interaction with students, and often new
teaching skills need to be cultivated. During online schooling, children were more likely to
use remote/streaming services for activity classes and lessons (Dunton, Do & Wang,
2020; Jeong & So, 2020).
Method
The study adopted an interpretive perspective based on the assumption that the social
reality of teaching physical education online is not singular or objective, but is shaped by
human experiences and social contexts (ontology). As a social reality, the human
experience of teaching physical education online during Covid-19 suppression measures
was therefore able to be studied within its socio-historic context by interpreting the
individual experiences of participants (epistemology). Consistent with an interpretive
perspective, qualitative methodology was used to collect and analyse data from the
participants appropriate to our interest in the thoughts and feelings of the participants
(Gratton & Jones, 2004).
Participants
This article reports on the experiences of eleven Tasmanian HPE specialist teachers (7
male, 4 female) with an average age of 35.6 years (+/- 8.6), and an average of 11.6 years
teaching experience (+/- 8.4). Participants taught in co-educational primary schools across
a variety of Tasmanian locations.
Procedures
Primary school HPE specialists were contacted through their school principals and invited
to participate in semi-structured interviews which focused on their experiences of teaching
HPE during Covid-19 suppression measures. All interviews were conducted through Zoom
as Covid-19 suppression measures were still in place when interviews were conducted
during April and May 2020. The questions (Appendix A) were developed specifically for
this study but were informed by the extant literature on the challenges teaching
primary/elementary PE and blended and online learning in education. As a semi-
structured interview, the direction of the interview was led primarily by the experiences
and views shared by the participant, with the interviewer clarifying questions as required.

80 ‘Just do some physical activity’: Exploring experiences of teaching physical education online during Covid-19
Interviews lasted approximately 20 minutes on average. The decision to cease interviews
after conducting eleven was based on clear and recurrent themes emerging from the
participant responses to questions, thus a point of saturation was reached at this time
(Saunders et al., 2018).
All interviews were audio-recorded and transcribed by Author 1 before being returned to
participants to check for accuracy and add additional explanatory information if required.
All interview participants added clarification and additional material to their transcripts
using track changes before sending the document back. Member checking is an important
strategy for minimising researcher bias (Berger, 2015), and was undertaken to try and
ensure that the collection and representation of data was done in a way that authentically
represented the voices of participants.
Ethics permission statement
This study was approved by the University of Tasmania Social Sciences Research Ethics
Committee (Approval Number H18190).
Data analysis
The qualitative data provided by the interviews was interpretively analysed, recognising
that the social reality of PE teaching is embedded within and impossible to abstract from
its social settings, and so the researcher interprets the reality though a sense-making
process (Bhattacherjee, 2020). An inductive approach was employed, beginning with a set
of empirical observations, seeking patterns in those observations, and then theorising
about those patterns (DeCarlo, 2018).
The qualitative data used in this paper was considered as a single data set to gain an
impression of the ‘whole picture’ of the studied phenomenon. Author 2 undertook an
initial analysis, firstly by an initial reading to allow insight and understanding to develop.
Following the initial reading, lines of data were coded to allow regularities or similarities to
be recognised. The coding was an iterative process in which priority was given to the data,
but understanding was inevitably facilitated by the previous understanding developed in
the initial reading (Elliott & Timulak, 2005). Author 1 then reviewed the single data set
and coding, and further delineated the codes and the relationships between the codes.
Author 1 and 2 continued this process of review and refinement until there was agreement
on main findings that communicated the essence of the phenomenon that could be
tracked back to the data (Elliott & Timulak, 2005) . Indicative quotes have been chosen
for brevity, yet other participants also gave similar responses.
Results
This article articulates specialist primary PE teachers’ experiences of teaching PE online
during Covid-19 suppression measures. As indicated in Table 1, analysis of teachers’
experiences led to the emergence of three key themes:

Cruickshank, Pill & Mainsbridge 81
1. PE did not happen, but, in most cases, was altered to physical activity/fitness or
marginalised to just be a movement break between subjects with higher status and
priority;
2. Online learning platforms are already used by schools, but not with consistency. Using
them to teach PE can be a lot of work and teachers had varying levels of confidence
and inclination to use them;
3. Connection is an important part of teaching, teachers preferred to connect with their
students face to face and had concerns about delivery of feedback and student
engagement online.
Table 1: Themes, sub themes and example quotes
Theme
Sub theme
Example quotes
PE did not
happen
PA not PE
Health and PE, as most people know it, definitely has not occurred.
We've kind of taken the route of just keeping people physically
active. So, it is definitely not like a normal PE lesson.
I have just sent out a daily fitness challenge every single day of the
week. There is skipping, running, jumping, throwing a ball, etc.
I will get them out doing a bit of a run and then go back in and do
schoolwork for 45 minutes just to get them active.
One [activity] was they needed to get their heart rate to 200, I don’t
care how you do it but you’ve just got to do it. And then a lot of
workout videos and whatnot, just physical challenges to get them
out and about.
I just did a P-2 task card and a 3-6 task card with activities on it. I
provided the 3-6s with a fitness workout like climb [upstairs] Mount
Everest and back down, spell your name workouts, so kind of just
little activities where the kids were just able to sort of have a break
and just do some physical activity.
Marginal-
isation of
PE
I just did a two-and-a-half-minute video with a movement phase. So, it
could be as quick as a brain break or get up and move you have sat
on your computer for an hour from nine o'clock to 10 o'clock, at 10
o'clock, you're up, and you do this.
I have got them doing a small fitness challenge or a little run, then back
in and do some schoolwork, but it is not explicit teaching of any
skills. It is literally just a babysit kind of thing I think, to give the
teachers a break.
I have run a Zoom and my numbers have been good. So that is
reassuring. Because I did make it an optional Zoom, because the kids
are doing so many Zooms.
Online
platforms
Confid-
ence
I started doing a bit of online teaching in term one just to get a less
paper going through the school. So, it is doing okay, I am struggling
to be on the computer all the time.
I was like a duck on water, my feet were like how am I going to do this?
Because I am not the online queen.
I was pretty confident. I use a lot of technology in my class anyway.

82 ‘Just do some physical activity’: Exploring experiences of teaching physical education online during Covid-19
Theme
Sub theme
Example quotes
Workload
It would have been a Mount Everest for me to set up all the Dojo
accounts, all the classes on Seesaw, and all the classes on Teams, yeah.
And then to do, you know, an infant or an early childhood video, a
you know, grade 2/3/4 sort of video and then a 5/6 one and
disseminate it all.
Anyone that sends in a photo of them undertaking, our timed run or an
obstacle course, you know, they sort of would expect naturally some
sort of feedback or a tick.
Varied use
I do one video, I'll start with like a medium and you can work
backwards from that to make it easier for you or I can give some
ideas to make it an extension to make it harder for the other kids.
So, we've uploading it to Seesaw and Teams.
I've got the activity grid; we have a quick read of it and pick something
and we go and do it. And I sort of feel like, do we need to spend 20
minutes taking a photo of it?
Is that what movement and physical activities are about, logging onto
your computer?
Connection
Relation-
ships
Nothing can replace face to face contact in our sphere, you need that
face to face contact, you need explicit instructions.
Some days you think if this and if that, but it does really give you an
appreciation for the job that we are in and the effect that we do have
on these kids. When they go home their parents can't get an ounce
of work out of them. But when they come to school, we know they
are here and keen to get into it.
Feedback
They are not getting proper feedback on their work, yeah, they are not
even getting an assessment because you can't assess things that they
do at home.
In terms of the feedback side of things, that is probably the bit that has
been the most difficult.
The actual feedback process online is a lot more efficient than being in
the classroom and having a stack of books to try and get through.
Engage-
ment
There are activities to do depending on what grade you are in, but
whether or not they actually do that is another question.
I have been getting videos of obstacle courses and pictures of doing
push ups and stuff like that. We are pretty lucky that the kids here
are pretty keen to jump on and just be active.
We have obviously got kids that aren't engaging.
Discussion
The results suggest that for these teachers, the influence of Covid-19 forcing school
curricula delivery online was (further) marginalisation of expectations for PE. As outlined
in the introduction, PE is already recognised in the literature as a valued but not
necessarily priority focus of learning, especially in primary schools. The ‘everyday
pragmatics’ (Pill, 2016) of the primary school teacher responsible for PE delivery
understandably were challenged and changed in the need to move teaching online.
However, the significant degree of contradiction between the value of PE and the
provision of PE as a vague notion of physical activity accumulation (Pill, 2016) became

Cruickshank, Pill & Mainsbridge 83
accentuated during this period. The departure of the education in physical education
became acceptable as physical activity accumulation was pursued. The following
discussion explores this development through the three themes identified from the
qualitative interpretive analysis.
PE did not happen
The most prominent theme evident in participant responses was that PE did not happen.
A focus on educative purposes is one of the five interrelated propositions that shaped the
writing of the AC:HPE. Yet, most participants noted that the ‘E’ in PE had not occurred,
but rather that PE had been marginalised and been replaced with physical activity (PA)
tasks and in some cases online fitness activities. While participants 7 and 9 mentioned the
sharing of activities within their teacher networks, it appeared that, consistent with
previous findings (Jeong & So, 2020), most participants developed their own activities
utilising a trial and error approach. Online fitness videos can be a great resource for young
people wanting to increase their movement levels during isolation, to accumulate
sufficient physical activity through the day for healthy growth and development. However,
PA provision of itself is not PE and HPE teachers are not personal trainers (Pill,
Cruickshank & Hyndman, 2020). Despite indicating an awareness of the difference
between PE and PA, participants made comments such as “if children are out on the
beach, riding a bike or on a trampoline, as long as they've done something physical every
day I'm happy with that” (Participant 6) and “I’ve set my expectations pretty low. But the
main aim is that I want kids moving every day” (Participant 7).
While students being active outside should be encouraged, particularly in light of recent
research (Dunton et al., 2020) noting PA decreases during Covid-19, this PA should be
undertaken in addition to PE lessons where students can be taught concepts such as
health literacy and critical inquiry, and provided with ideas and feedback on how to refine
movement patterns. This educative focus plays an important role in children becoming
‘competent’ in being active. Put simply, ‘education’ in and about movement allows a
child’s ‘competence’ to be developed, one of the three C’s which provide incentives for
children to be physically active: competence, confidence and choice (Pill & Harvey, 2019).
Encouragingly, some participants did specifically refer to teaching skills, for example “my
year 2 class and my year 3s I'm giving explicit throwing and kicking skills to do”
(Participant 8) and “I’ve always put things like ball skills, so trying to get them to do a
trick shot or a target game” (Participant 11). Overall, however, there was a struggle to find
‘the E in PE’ in the teachers’ descriptions of subject delivery, with noticeably the HPE
Curriculum Framework (ACARA, 2020) not mentioned by anyone during interviews. It is
apparent that in general, teaching perspectives gave way to activity prescription and
promotion.
The marginalisation of the HPE learning area can be seen in participant comments around
PE being optional or used as a break between other subjects, both at school and online.
For example “I've posted not necessarily explicit activities, but they're more like on mini
brain breaks that they can get out and do” (Participant 9) and “I provided the 3-6s with a
fitness workout like climb Mount Everest and back down, just little activities where the

84 ‘Just do some physical activity’: Exploring experiences of teaching physical education online during Covid-19
kids were just able to have a break and just do some physical activity” (Participant 1) .
Further research is required to understand if teachers decided this was their best option in
the limited time they had to prepare activities or if they were complying with a school
decision to prioritise other learning areas.
PE also appeared to be marginalised for those students who continued to attend school
face to face. Participant 9 stated:
I've got them doing a small fitness challenge or a little run, then back in and do some
schoolwork, but it's not explicit teaching of any skills. It is literally just a babysit kind of
thing I think, to give the teachers a break.
This comment appears to indicate that PE was not given adequate time or priority for
students at school during Covid-19 suppression measures. This finding aligns with
previous research (e.g., Cruickshank et al., 2020, Gaudreault et al., 2018) that has noted
PE is afforded lower priority, status and time allocation than other subjects such as maths
and science which are considered more academically rigorous.
The AC:HPE aims for students to develop the skills and dispositions necessary for
lifelong participation in physical activities (Humphrey & Cruickshank, 2018). Substituting
PA for PE long term is going to be highly detrimental to this aim. However, it is
important to acknowledge that expectations on teachers during Covid-19 suppression
measures are unprecedented in living memory. Teachers were given very little time to
prepare online content and very little professional development to teach online. They
were often simultaneously teaching online and teaching children of essential workers face
to face, all while having to deal with the effects of the suppression measures on their
personal lives. It is unrealistic to expect PE teachers to have developed a high-quality
online PE program while dealing with all the professional and personal intricacies of this
extraordinary situation. It could be considered that expectations of a high-quality online
PE program were unrealistic and a focus on PA accumulation was perceived to be a
temporary move until suppression measures had eased and teaching returned to normal.
However, in Australia the quality of provision of primary school PE was already
questioned, suggesting that the E in PE could be historically more rhetoric than reality.
Online learning platforms
Many schools across Tasmania use online platforms such as Seesaw, Canvas and Google
Classrooms as a part of teaching and learning, and communication with parents. Participant
comments indicated an increased use of these platforms by classroom teachers during
Covid-19, but not always by PE teachers. For example, Participant 4 stated, “I have got
students on Google Classroom, and I've made a Google slideshow each week. I've
videoed myself or the kids here doing different skills and then that's all been accessible to
them anytime”, whereas Participant 5 noted, “I haven't had to actually get onto Canvas
and set anything up, which is good. I just send it out to the class teacher and then they've
been disseminating”. Further research is needed to understand if these contrasting
experiences are related to school directives or personal levels of confidence and
experience with technology.

Cruickshank, Pill & Mainsbridge 85
Most participants appeared to be confident users of technology, yet some did not believe
they should be using it for PE. Numerous participants made comments such as “I didn't
want kids to have to log into a device every day and see what I’m posting them to do”
(Participant 10). and “My tasks are things that get kids off the devices and outside”
(Participant 8). These PE teachers seemed to be concerned about the amount of time
students were spending online for their other learning areas and therefore did not want to
add more online activities for PE. These teacher concerns have been noted by previous
research (e.g., Adelantado-Renau et al., 2019; Robinson & Borzekowski, 2006). It
appeared this was a conscious decision motivated by apprehension at the level of screen
time students were experiencing while learning online. This concern might go some way
to explaining why some teachers chose to prioritise movement accumulation by setting
physical activity tasks that would require students to get off their laptops.
With respect to specialist or ‘key teachers’ of PE in primary schools, it is not uncommon
for PE specialist teachers who take the primary school class while the class teacher is on a
non-instructional time for planning, administration and assessment tasks, to teach across
multiple primary schools so that they have the equivalent of a full time teaching load
(Turner, Johnson, Calvert & Chaloupka, 2017). Some participants in this study who are in
this situation noted that a lack of consistency in the online platforms used across schools,
and sometimes even within schools, could incur a lot of work for specialist teachers, as
they had to adapt to different delivery media. For example, Participant 3 noted:
I wasn't asked to do videos and to tell you the truth, I wasn't jumping at it because as a
specialist teacher, I have to communicate with every class there and one class is on
Seesaw, one class is on Dojo, one class is on Microsoft Teams, so I've got to be across
using three different online learning platforms, you know, to quite a proficient level. It
would have been a Mount Everest for me.
The increased work required to become proficient with multiple learning platforms would
have been a complex undertaking for primary PE specialists, even without having to
grapple with how best to transfer their learning area online. Faced with this situation, it is
unsurprising that some participants elected to disseminate relevant information and tasks
through classroom teachers. This reduced their interaction and surveillance of student
participation and achievement in PE during this time, as the class teachers were more
proficient in the one learning platform they used with their class. If required to be
teaching PE online again in the future, a consistency in adoption of learning management
systems across Tasmanian primary schools would make the task of the specialist subject
teacher much easier, when working across multiple sites.
Interestingly, those participants who interacted with their students via videos noted that
using online platforms resulted in an increased workload, even if classes did all use the
same platform, as Participant 11 noted:
I'm giving myself a lot of work because I'm uploading the video to the 15 classes which I
teach so it goes out to all 300 children. And they can write back to me, those first two
weeks every day, I had over 100 children respond. So, I've been on my computer the
whole time responding to the children and watching their videos. Some go for 12
seconds some go for a minute and 40.

86 ‘Just do some physical activity’: Exploring experiences of teaching physical education online during Covid-19
Using PE videos is a sensible solution to the challenge of online delivery, but teachers do
need to be aware of the time required to give feedback. The potential is there for the
video delivery to become a ‘busy, happy, good’ provision (Placek, 1983). The
intensification of workload for teachers committed to quality PE through teaching for
effective learning strategies (Light, Curry & Mooney, 2014; Pill, 2011; Williams & Pill,
2019) was evident during the Covid-19 suppression requirement for schools to move to
online learning delivery. We acknowledge that the process of becoming physically
educated is not straightforward and is not confined to the subject called PE, as the
process of becoming physically educated is essentially about engagement in movement
experiences that have meaning. This can occur ‘in the backyard’ with a parent, at a sport
club, or in PE. However, while game play and PA accumulation is inherent in PE, PE is
an educational process of meaning making providing ‘growth’ of movement ability
(Siedentop, 1972).
Connection
Connecting with students is an important part of being a teacher (Gillespie, 2005).
Participants showed a definite preference for face to face delivery and the relationship
with students that comes from this context and made comments such as: “the most
enjoyable part of the job's not there anymore” (Participant 2) and “kids also missed all
their social integration” (Participant 10). These and other comments indicated both a
concern for students missing the social benefits of learning together and working within a
team, and their personal feelings related to missing their students. The ‘learning with
others’ and the intra and inter-personal social skills development possibilities that come
from PE teachers who deliberately plan for personal and social skills learning in PE,
connects with the education through movement dimension of the Arnoldian perspective
(Arnold, 1979) that frames the AC:HPE.
Participant comments indicated differing opinions on the delivery of feedback and student
engagement online. While engagement in online learning can be dependent on factors
such as a stable Internet connection (Lester & Perini, 2010) and parent engagement (Nash
et al., 2020) the contrasting comments surrounding feedback (e.g., on fundamental motor
skills) may indicate deeper differences in beliefs around effective pedagogy. For example,
similar to recent research findings (Jeong & So, 2020), Participant 8 stated that “the
feedback has been given so far after the activity that it’s not really valid”, whereas
Participant 2 asserted that “I think that type [comments on online posts] of feedback
appeals to them [students] a little bit more than say a comment in a book or you know, a
red pen tick or cross sort of thing”. Teachers are not one homogenous group and
consequently have a variety of opinions on teaching related topics such as effective
feedback (Zacharias, 2007). Being required to adapt and change their teaching approaches
during Covid-19 suppression measures may have allowed teachers to see that there are
other ways of doing things, and this may influence how they teach when they return to
face to face delivery.
Considering the sub-theme of engagement, while participants predominantly detailed the
challenges of adapting their PE program for online delivery, several participants shared

Cruickshank, Pill & Mainsbridge 87
anecdotes of positive experiences with student engagement that had emerged during the
move to online delivery. For example:
We had a virtual cross country, nearly 95% of the kids at school were running cross
country and you know, even kinders were running two to three kilometres when
traditionally they only run 800m (Participant 8).
Some of our kids have got into really good habits with their family, they have been doing
some PE with Joe or one of the apps that I’ve sent every day. And you know, some of
the families they weren't doing it before, so I think it has been quite good, that extra
time, for some kids (Participant 10)
These comments indicated an increase in PA for some students and their families.
Exercise was one of the few reasons that Tasmanians were permitted to leave their homes
during isolation (Maloney, 2020), so it is important to acknowledge that some families may
have increased their PA levels due to boredom and ‘cabin fever’. Nevertheless, these
comments indicated that online delivery of PE did have some benefits for students and
their families, which teachers may be able to build on in the future as parents’ self-
determination and motivation are key initiators of their potential to stimulate their
children’s physical activity provision. PE that provides family based PA interventions that
help parents identify personal value in physical activity while avoiding the use of external
control or coercion to motivate behaviour, may be beneficial for both adult and child
physical activity behaviour (Solomon-Moore et al., 2017).
Practical applications from the findings
A focus on PA accumulation during Covid-19 suppression measures was perceived by
participants to be a temporary move until suppression measures had eased and teaching
returned to normal. Despite this perception, several recommendations can be made for
PE teachers presented with a similar situation in the future. PE teachers might need to
‘flip their classroom’ by setting content and activities for students to do, both individually
and in groups, and then, to avoid marginalisation, arguing for the importance of a
scheduled Zoom session (or similar) each week (at the normal timetabled time) when they
can ensure the ‘E in PE’ is present by, for example, providing immediate feedback on
student skill performance (on skills that students have been practising at home) and
leading class discussions on the importance of health literacy and the five dimensions of
health.
Limitations of this study
Some caution should be employed when considering these findings, as data collection was
from a relatively small sample in one Australian state. Generalising beyond the sample is
difficult, with the organisation of Australian schools, their staff and their curriculum being
the responsibility of the Departments of Education in each state. Different states may
have different priorities which could affect staff arrangements and curriculum delivery.
This study could be replicated on a much larger scale to collect more representative data
that can be used to make inferences about teaching PE online and the issues teachers face

88 ‘Just do some physical activity’: Exploring experiences of teaching physical education online during Covid-19
when doing so. Including the views of other stakeholders such as classroom teachers,
students, parents and school leaders would also be beneficial for identifying the obstacles
to a high-quality online PE program and who (e.g., teachers, parents, school, government)
is responsible for different aspects of this shared challenge.
Conclusion
PE retreated from educationally defensible formats to become PA provision as an
opportunity to break sedentary time and expend some energy. Where an educative
perspective was attempted, it was primarily through the use of video analyses of student
work. This added to the workload of teachers as teaching PE became more time
consuming when videos had to be reviewed to monitor each child’s participation and
potential progress, and also used formatively to assist teachers' planning for future lessons.
Overall, the Covid-19 situation appeared to amplify the marginalisation of PE, as it
became less emphasised as an educational endeavour. Future research could consider
focusing on the design and implementation of online approaches to PE that include a
more educative approach.
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Appendix A: Indicative interview questions
1. Can you explain what you/the HPE department at your school did while teaching
HPE online during the time most students stayed home to self-isolate during Covid-19
suppression measures?

Cruickshank, Pill & Mainsbridge 93
Potential prompt questions:
• Did you send HPE tasks home? Can you elaborate on these tasks? Did you run online
webinars/classes?
• Did you adapt your face to face planning or did you have to plan unique online tasks?
• How were these tasks received? Did students engage with them?
• Was there school wide consistency in terms of what different learning areas did and
what platforms they used?
• Do you think there are any advantages to teaching HPE online?
• Do you think there any disadvantages to teaching HPE online?
• Were you also required to teach some students face to face at school during this time?
If yes, can you elaborate on what activities, etc. you did?
Dr Vaughan Cruickshank is a former health and physical education teacher who
taught mainly in primary schools. He is currently a lecturer in health in physical
education at the University of Tasmania, where he is the program director of the
Bachelor of Education (Health and Physical Education) and (Science/Maths) programs.
Email: v.j.cruickshank@utas.edu.au
Shane Pill is Associate Professor in Physical Education and Sport at Flinders University,
South Australia. He taught HPE and science in schools for 18 years. Shane is now author
of over 150 academic and scholarly publications.
Email: shane.pill@flinders.edu.au
Web: https://www.flinders.edu.au/people/shane.pill
Dr Casey Mainsbridge is currently a lecturer in health and physical education and the
director of student engagement in the school of education at the University of Tasmania.
He is also a fitness instructor and former primary school health and physical education
teacher.
Email: casey.mainsbridge@utas.edu.au
Please cite as: Cruickshank, V. J, Pill, S. & Mainsbridge, C. (2021). ‘Just do some
physical activity’: Exploring experiences of teaching physical education online during
Covid-19. Issues in Educational Research, 31(1), 76-93.
http://www.iier.org.au/iier31/cruickshank.pdf