This study examined secondary (high) school teachers’ experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE. Semi-structured interviews occurred with eight high school HPE specialist teachers, providing qualitative data for analysis. The analysis of teachers’ experiences indicated that in most cases HPE did not happen; rather, physical activity provision was initiated, or HPE was marginalised to a movement break between subjects with perceived higher status and priority. Additionally, teachers found that providing HPE online was challenging, and struggled to connect with, engage and provide equitable opportunities for their students online. The results showed that the move to online provision of HPE resulted in diminished educative purpose.

Item Type:	Refereed Article
Keywords:	health and physical education, Covid-19, marginalisation, physical activity, online teaching
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Physical education and development curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Equity and access to education
UTAS Author:	Cruickshank, V (Dr Vaughan Cruickshank)
UTAS Author:	Pill, S (Mr Shane Pill)
UTAS Author:	Mainsbridge, C (Mr Casey Mainsbridge)
ID Code:	149213
Year Published:	2022
Deposited By:	Education
Deposited On:	2022-03-17
Last Modified:	2022-12-09
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