Covid-19 has resulted in the implementation of social distancing measures and school closures worldwide. This study explores some of the impacts, such as pedagogies, teaching strategies, reflections, and barriers of the teacher as he suddenly moved to an online teaching environment and taught PE lessons with the use of technology (Google Sites). A self-study methodology with thematic analysis was used to investigate the lead author’s experiences. Findings and discussions highlight how the teacher had to find new forms of teaching online, ways of making the students not be exclusively in front of the screen, and simultaneously be concordant with the social and dynamic characteristics of PE. Ultimately, the experiences and the process of reflection demonstrated the need to be coherent with teaching beliefs, assumptions, theoretical approaches and practices as a teacher. This article foregrounds and contributes to future ways of teaching PE online by understanding one teacher’s praxis.

respostas afetivas durante o exercício físico são regularmente associadas com aderência e frequência do treino físico. O ambiente no qual as pessoas se encontram durante o exercício físico é um fator de impacto relevante sobre os níveis de afetividade aderência ao exercício. Estudos sobre a influencia do ambiente utilizados durante a pratica de exercícios físicos continua escassa. O objetivo deste artigo é avaliar e comparar as repostas afetivas dos indivíduos durante o exercício físico em diferentes ambientes, relacionando estas repostas a aderência ao exercício físico. Foram utilizados setenta e oito indivíduos com mais de nove meses contínuos praticando exercício físico, com idades entre 22 e 64 anos. Estes indivíduos foram subdivididos em três grupos, classificados de acordo com o ambiente utilizado: indoor, n=26, outdoor, n=26 e ambiente misto, n=26. A escala de afetividade de Hard & Rejeski (1989) foi utilizada para aferição da afetividade. A analise dos dados foi realizada utilizando o teste de Kruskal Wallis com o Post hoc Dunn’s, representados em gráfico e expressos em ?x ± SD, p

This article considers the lived challenges facing three educators as they adapt, plan, and teach online lessons as a response to the Coronavirus disease. The closure of schools has forced many educators into new and uncertain territory and practices. Teaching online has been challenging in different terms and has also forced a deeper reflection on the nature of education. A self-study methodology was used to analyse the perceptions and feelings of the participants as a result of the Covid-19 pandemic. In conclusion, migrating quickly to a virtual environment deeply challenges educators’ teaching praxis beyond their technical proficiency and includes the ability to be coherent with their deeper beliefs, values, theoretical approaches, and practices as educators.