A False Introduction: Becoming a HPE Teacher During a Pandemic
DOI:
https://doi.org/10.18666/TPE-2026-V83-I1-12887Abstract
The COVID-19 pandemic disrupted health and physical education (HPE) teaching, particularly for preservice and first-year teachers. This study explored how six HPE teachers in the Eastern U.S. adapted to these challenges during the pandemic. Data were collected through semi-structured interviews, and thematic analysis revealed five major themes: (a) “You want me to teach HOW?”—navigating new instruc-tional methods, (b) “PE without equipment and six feet apart”—adjust-ing to safety protocols, (c) “Behind the Scenes”—the hidden challenges of remote and hybrid models, (d) “I became a behavior management guru”—addressing increased behavior issues, and (e) “The Pandemic Crater”—the academic and developmental impacts. These findings highlight the profound challenges these teachers face and underscore the need for continued support and resources to help educators adapt to evolving circumstances during crises like the pandemic.
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