‘I feel, therefore I am’: unpacking preservice physical education teachers’ emotions

González-Calvo, Gustavo; Varea, Valeria; Álvarez, Lucio Martínez

doi:10.1080/13573322.2019.1620202

Cited by 20 publications

(6 citation statements)

References 62 publications

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“…This new PE assemblage includes affects related to the precarity of PE (Kirk 2020), such as fears and insecurity. Fears and insecurity have been previously found in the assemblage of preservice PE teachers (see González-Calvo et al 2020b) and they are now intensified because of Covid-19. In the next section we will explore the affects of this re-assembling toward precarity.…”

Section: Resultsmentioning

confidence: 93%

Exploring the changes of physical education in the age of Covid-19

Varea

González-Calvo

Monge

2020

Physical Education and Sport Pedagogy

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121

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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 reassemblage 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.

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Section: Resultsmentioning

confidence: 93%

Exploring the changes of physical education in the age of Covid-19

Varea

González-Calvo

Monge

2020

Physical Education and Sport Pedagogy

Self Cite

121

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“…On the positive side, if we consider emotions as a continuum rather than something fixed and preestablished (González-Calvo et al, 2020), there is the possibility for these pre-service PE teachers to feel happy again with their practices, and even to learn from this experience regarding how they can make the best use of technology, even for such a 'hands on' subject as PE. This situation may rise some new opportunities for the field, such as the individualisation of PE and the possibility to cater more successfully for individual students.…”

Section: Discussionmentioning

confidence: 99%

“…As demonstrated elsewhere (González-Calvo et al, 2020), emotions are present and play a significant role when pre-service PE teachers are undertaking their practicum experiences during 'normal times'. However, these emotions are intensified and changed during Covid-19 practicum, mainly because of the switch to online mode and the uncertainty about the future.…”

Section: Emotions While Teaching Pe During Lockdownmentioning

confidence: 96%

Touchless classes and absent bodies: teaching physical education in times of Covid-19

Varea

González-Calvo

2020

Sport, Education and Society

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187

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Bodies have been claimed to be an 'absent presence' and touch 'risky business' in physical education (PE). We have now witnessed how these claims are intensified in pandemic times of Covid-19, particularly in countries that have adopted extreme lockdown measures. This paper explores how PE practices have become 'touchless' and bodies absent using the theoretical concepts of risk and assemblage. The paper focusses on a group of pre-service PE teachers who were keen on undertaking their PE practicum experience and who were forced to switch to online mode. Data were collected through participantproduced drawings and comments on the drawings. Results suggest that the pre-service teachers are experiencing a mix of emotions during this time, miss the physical contact with students and believe the subject of PE is losing its identity as a consequence of the current situation. The conclusions of this study reveal a shift in the way that bodies are being constituted as assemblages now, and the possibility that pre-service teachers are missing out on an important aspect of their practicum experiences because of the lack of direct contact with students. We also wonder if pre-service teacher education programmes should put more emphasis on better preparing the students to teach online, and what will be the long-term consequences in the teaching of PE because of the current Covid-19 pandemic situation.

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“…Both theory and practical lessons were affected. Therefore, it was necessary to adjust the way Physical Education (PE) lessons were conducted (González-Calvo, Varea, & Martínez-Álvarez, 2020). The genesis of PE instructions required the subject to be taught socially, demanding learners to perform instructions based on what is seen and heard at specific places (Kirk, 2010).…”

Section: Introductionmentioning

confidence: 99%

Physical Education Tutors Perceptions of the Use of Technological Tools for Remote Teaching During Covid 19

Aboagye¹,

ADU²

2022

International Online Journal of Primary Education

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The emergence of the Covid-19 pandemic created the need for the use of dissimilar remote teaching methods and strategies in many subject areas including Physical Education (PE). While this was somewhat successful in developed countries, little is known about the use of technological tools to deliver PE lessons online in developing countries. This study examined the perceptions and experiences of colleges of education PE tutors in adopting technological tools for remote teaching during the Covid-19 pandemic. Semi-structured interviews were used to collect data from 12 tutors (4 females and 8 males) in Ghana. Content analysis was employed as the tool for the analysis of the data. Based on the results, the PE tutors perceived that accessibility was a major challenge to the successful teaching of practical PE lessons online. The tutors further posited that they were motivated to deliver practical lessons online because of the Covid-19 pandemic as they don't want students to be left idle. In furtherance, the participants recommended Transforming Teaching, Education and Learning and colleges' management for assisting them to participate in an online course and providing them with ICT support and data. Again, the participants agreed that they prefer face-to-face to online lessons as the latter do not promote socialisation, develop only the cognitive domain and even certificates acquired online are not given due recognition. It is recommended that theory lessons should be held online while face-to-face interaction is better for practical lessons in PE due to accessibility issues connected to poor internet connectivity and difficulty in performing some of the skills online.

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‘I feel, therefore I am’: unpacking preservice physical education teachers’ emotions

Cited by 20 publications

References 62 publications

Exploring the changes of physical education in the age of Covid-19

Exploring the changes of physical education in the age of Covid-19

Touchless classes and absent bodies: teaching physical education in times of Covid-19

Physical Education Tutors Perceptions of the Use of Technological Tools for Remote Teaching During Covid 19

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