Journal of Teaching in Physical Education, 2021, 40, 337-342

https://doi.org/10.1123/jtpe.2020-0272
© 2021 Human Kinetics, Inc. SPECIAL SERIES

Physical Education Teachers’ Experiences With Remote Instruction

During the Initial Phase of the COVID-19 Pandemic
Kevin Mercier Erin Centeio Alex Garn
Adelphi University University of Hawai‘i at Mānoa Louisiana State University

Heather Erwin Risto Marttinen John Foley

University of Kentucky George Mason University State University of New York at
Cortland

This study investigated physical education (PE) teachers’ experiences with remote instruction in the United States during the
initial outbreak of COVID-19. PE teachers (n = 4,362) from all 50 states completed a survey identifying their experiences with
remote instruction in May, 2020. Survey responses were analyzed by geographic region, district type, and school level. Teachers
reported having students submit assignments (51% yes), using video instruction (37% yes), being less effective when instructing
remotely (20% yes), and emphasizing student outcomes focused on health-related fitness (32% yes), and physical activity value/
enjoyment (43% yes). Access to technology (40% yes) and required student assignments (43% yes) were lowest among teachers
from the South. Rural teachers reported the least access to technology (37% yes) and rated themselves as least effective (24%
yes). Secondary level teachers reported the highest percentage of required assignments (84% yes). Teachers’ responses identify
unique challenges to delivering equitable and effective remote PE instruction.

Keywords: online teaching, physical activity promotion, youth

In spring 2020, the COVID-19 pandemic forced the majority and forced them to make decisions influencing student learning
of school instruction, including physical education (PE) to be outcomes.
delivered remotely. Prior to COVID-19, quality PE programs, The PE has long been touted as an ideal setting to address
whether in-person or remote, exhibited certain characteristics public health concerns (Sallis & McKenzie, 1991; Sallis et al.,
designed to promote student learning outcomes. SHAPE America 2012). Shelter-at-home measures, the closures of gyms and public
sees these characteristics as the essential components of PE, which spaces, and physical distancing measures created new challenges,
include policy and environment, curriculum, appropriate instruc- especially for children, to remain physically active and acquire
tion, and student assessment (SHAPE America, 2015). Research on health-related fitness benefits (Dunton, Do, & Wang, 2020) aligned
effective or quality instruction in PE, aligned with student learning with SHAPE America National Standard 3—knowledge and skills
outcomes and promoting achievement of standards has been pre- to achieve and maintain a health-enhancing level of PA and fitness.
sented (i.e., Rink, 2013). In the United States, National Standards PA aids in the prevention of many chronic conditions, including
for PE guide programs in helping students meet SHAPE America’s obesity and Type 2 diabetes, that lead to an increased risk of severe
stated goal of assisting students in gaining the knowledge, skills, infections or mortality associated with COVID-19 (Centers for
and confidence to enjoy a lifetime of healthful physical activity Disease Control and Prevention, 2020a; Jordan, Adab, & Cheng,
(PA; SHAPE America, 2013). In-person PE is the context for the 2020; Sallis, Adlakha, Oyeyemi, & Salvo, 2020; World Health
overwhelming majority of the research and commentary on effec- Organization, 2020). It is important to combat the negative health
tive teaching to promote student learning outcomes. consequences of physical inactivity and strengthen the immune
During the almost overnight switch to remote instruction system by engaging in regular moderate to vigorous PA (Nieman,
resulting from the COVID-19 pandemic, in many cases, teachers 2020).
used trial and error methods in implementing remote instruction Several of the first reported studies examining the impact of the
(Jeong & So, 2020). As a marginalized subject area, PE teachers are COVID-19 pandemic on children’s PA levels present interesting
often left alone to figure out how to implement quality PE without findings. Short-term studies in the United States and China docu-
support (Richards, Gaudreault, Starck, & Woods, 2018). It is mented decreased levels of PA during stay-at-home orders and
reasonable to assume that the pandemic further isolated PE teachers school closures (Dunton et al., 2020; Xiang, Zhang, & Kuwahara,
2020). A simulation study assessing the impact of school closures
and lost PA time in PE projected increases in childhood obesity,
Mercier is with Adelphi University, Garden City, NY, USA. Centeio is with the
University of Hawai‘i at Mānoa, Honolulu, HI, USA. Garn is with Louisiana State
with significant race and gender differences, and called for public
University, Baton Rouge, LA, USA. Erwin is with the University of Kentucky, health interventions (An, 2020). Collectively, these studies, along
Lexington, KY, USA. Marttinen is with George Mason University, Fairfax, VA, with the identified benefits of regular PA, strongly suggest a public
USA. Foley is with the State University of New York at Cortland, Cortland, NY, health need for a focus on children’s PA during the COVID-19
USA. Mercier ([email protected]) is corresponding author. pandemic.
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338 Mercier et al.

As an often less prioritized subject area (Kougioumtzis, who identified as teaching PE remotely in a K–12 setting were
Patriksson, & Stråhlman, 2011), planning and implementing PE included for the current study.
during this pandemic most likely fell to the PE teachers themselves. The survey did not collect basic demographic data of teachers
Though eager to deliver positive experiences, PE teachers indicated (i.e., age, gender), as it was developed to better understand how
they felt unprepared and desired assistance in learning about best teachers were currently using the curriculum and how OPEN could
practices for delivering remote instruction (SHAPE America, make improvements in their resources for the future. The survey
2020). Little is known, however, regarding how PE teachers consisted of items, such as grade level taught, state, type of district,
experienced the COVID-19 pandemic-initiated national switch level of teaching, as well as questions that focused on their current
to remote instruction and how these experiences affected PE remote instruction teaching situation and environment, school’s
programs’ attempts to deliver effective instruction aimed at posi- plan for fall 2020, along with teaching and planning priorities.
tive student learning outcomes. Survey items not aligned with the identified variables of interest
The purpose of this study was to understand PE teachers’ were not included in data analysis. Survey items included several
experiences with remote instruction in PE across the United States types of response options including Likert-type scales, multiple
during the initial outbreak of the COVID-19 pandemic. Specifi- selection, yes/no, and open-ended responses.
cally, this study investigated whether teachers used assignments, Institutional review board approval was received to conduct
whether students’ had access to technology for learning, whether secondary data analysis from State University of New York at
teachers used video for instruction, how effective teachers per- Cortland. Initial deidentified data were downloaded from Google
ceived their remote teaching to be in comparison with their in- Forms and supplied to the researchers in Google Sheets. Cleaning
person instruction, and which national content standards teachers of data was conducted using gspread (a python application pro-
prioritized. A secondary purpose of the study was to explore gramming interface for google Sheets) and consisted of removing
associations between these elements of remote instruction and survey responses from those individuals who were not K–12 PE
school context characteristics, including grade level, urbanicity, teachers as well as those who started, but did not complete surveys.
and region of the United States. The term remote instruction will be Data were then downloaded and transferred into Excel. Variables
used in this paper to describe teacher-led PE experiences including were coded (i.e., categorical or binary) based on purpose and
virtual lecture or activity classes (synchronous or asynchronous), research question. For example, access to technology was given
online assignments (through e-mail or platforms, such as Google a binary code. Data for the state in which participants taught were
Classroom or Blackboard), or hard copy lessons/assignments that categorized by state using the two-letter abbreviation, and then
were mailed home or picked-up at school. further categorized into four regions based on the Centers for
Disease Control and Prevention information for COVID-19
Method (Centers for Disease Control and Prevention, 2020b).

A total of 4,362 PE teachers participated in the study with 52% Data Analysis
representing elementary, 25% secondary, and 23% reported teach-
ing multilevel. Multilevel was any combination that spanned across Descriptive statistics were used to provide basic information on
both the elementary (K–5) and secondary (6–12) grade bands. A independent variables including district type, region, and grade
strong, varied representation of the type of districts that teachers’ level taught and dependent variables including learning standard
taught in was reported (urban 42%, suburban 35%, and rural 23%). priority, submission of assignments, access to technology, use of
Finally, 23% of teachers taught in the Northeast region of the video, and self-rating of effectiveness. All independent variables
United States, 25% in the Midwest, 32% in the South, and 20% were categorical in nature. District type had three levels including
from the West. rural, suburban, and urban. Region had four levels including
Northeast, Midwest, South, and West. Grade level taught had three
levels including elementary, secondary, and multilevel (e.g., K–12,
Data Collection K–8, 6–12). Dependent variables were binary except for learning
Secondary data analysis was conducted using data from the Online standard priority, which had five classifications (i.e., SHAPE
Physical Education Network (OPEN) www.openphyed.org. Estab- America Standards 1–5) and asked which standards do you priori-
lished in March, 2015, OPEN provides free online standards-based tize in your remote instruction. Binary codes were as follows:
PE curricula to meet the needs of physical educators. During the (a) Are your students required to submit any assignments or
emergence of COVID-19 in the United States, in spring 2020, artifacts of learning? (yes = 1, no = 0), (b) Do all of your students
OPEN provided free weekly PE content for teachers that focused have access to the technology required to effectively learn in a
on getting children active while at home. As part of a desire to distance learning environment? (yes = 1, no = 0), (c) Do you use
better understand the needs of the teachers who were using their live or recorded video in your remote teaching? (yes = 1, no = 0),
free resources, OPEN conducted a needs assessment survey in and (d) How effective has your remote PE teaching been? (1 = less
order to guide their content development planning for the start of effective, 0 = as/more effective).
the school year in the fall. As of May 31, 2020, the OPEN database We performed chi-square tests in order to test for associations
indicated 83,988 registered users (people who sign up for free between levels of each independent variable and teachers who
access to content and e-mail notices). prioritized specific national learning standards. Binary logistic
Using Google Forms, a link to the survey was distributed in the regression models were used for the remaining dependent vari-
weekly newsletters with the header “Tell us what you need: Together ables. All independent variables were included as predictors using a
we will get through this.” The link was included in the newsletter for dummy variable approach in each model (Tabachnick & Fidell,
a 2-week period in May, 2020. The users on the OPEN platform 2019). We used the Wald test (i.e., unstandardized beta/SE) with an
consisted of teachers, parents, administrators, higher education alpha level of .05 to determine statistical significance (Forthofer,
faculty, preservice teachers, as well as other groups, but only teachers Lee, & Hernandez, 2007). Odds ratios with 95% confidence
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 PE Teachers’ Pandemic Remote Instruction 339

intervals were used to describe relationships between independent secondary schools were 10 times more likely to require assignments
and dependent variables. compared with elementary teachers. Teachers from the Northeast
and from urban schools were also more likely to require their
students to turn in assignments. In terms of students having access
Results to technology, suburban school districts, teaching secondary stu-
dents, or teaching in the Northeast increased the odds of increased
The percentage of “yes” responses for the outcome variables by access to technology. Urban and suburban teachers were more likely
geographic region, type of school, and level of teaching are to require use of video. Increased odds of requiring students to use
presented in Table 1. Nation content standards of priority by video as part of their PE during the remote instruction was also
region, type, and level are presented in Table 2. Just over half present for teachers teaching multiple grade levels. Finally, teachers
of the teachers suggested they required assignments from their from rural school districts, elementary teachers, and those from
students during the COVID-19 stay-at-home period. Teachers also Midwest and West regions had greater odds of self-reporting their
reported that approximately half of their students had “access to teaching to be less effective during the stay-at-home period.
the technology required to effectively learn in a distance learning
environment.” Only 37% of teachers reported that students were
required to use video for teaching and learning purposes. Despite Discussion
these barriers, 80% of the teachers reported their teaching as being
“as effective or more effective” during the COVID-19 stay at home The current investigation examined the experiences with remote
period. Finally, a majority of teachers prioritized getting students to instruction of PE teachers in the United States during the initial
value and enjoy PA (SHAPE America Standard 5, 43%) or develop outbreak of COVID-19. The robust and diverse study sample pro-
skills and knowledge related to health-related fitness and health- vides information describing how teachers from different types of
enhancing PA (SHAPE America Standard 3, 32%). schools, in different regions, and at different school levels dealt with
Results from the chi-square tests revealed associations the challenges of switching to remote instruction during the COVID-
between content standards and district type, χ2 (8) = 16.39, p = .04, 19 pandemic while attempting to still deliver quality PE. Understand-
grade level taught, χ2 (8) = 156.59, p = .001, but not region χ2 ing PE teachers’ remote instruction is crucial because it is unclear how
(12) = 17.21, p = .14. Urban teachers were more likely than rural long these practices will be in place. Our findings revealed that
and suburban teachers to prioritize Standard 4. Rural teachers were teachers’ remote PE instruction experiences varied by the types of
more likely than urban and suburban teachers to prioritize Standard schools they worked in, regions of the United States their schools
1 and more likely than urban teachers to prioritize Standard 5. were located, and the school level they taught. These differences are
Elementary teachers were more likely than secondary teachers to important to acknowledge and address when attempting to help
prioritize Standards 1 and 4; whereas, secondary teachers were teachers deliver equitable and effective remote PE instruction.
more likely than elementary teachers to prioritize Standard 3. The PE teachers reported having students submit assignments
Results from the four binary logistical regression models are (51% yes) and using video in their instruction (37% yes). Online
presented in Table 3 including unstandardized beta coefficients and assignment submissions and video instruction within our sample
odds ratios with 95% confidence intervals. In Model 1, teachers from indicate the use of technology in PE during the onset of the

Table 1 Descriptive Statistics for Binary Outcome Variables

Assignments, Technology, Video, Less effective,
Variable yes (%) yes (%) yes (%) yes (%)
Grade level
Elementary 34 45 35 21
Secondary 84 52 38 17
Multilevel 55 55 42 21
Total 51 49 37 20
Region
Northeast 62 61 41 16
Midwest 52 49 33 24
South 43 40 38 17
West 50 53 36 26
Total 51 49 37 20
District type
Rural 50 37 29 24
Suburban 50 63 40 20
Urban 53 45 40 18
Total 51 49 37 20
Note. Assignments = percentage of teachers who required students to turn in assignments; technology = percentage of teachers who suggested their students had access to
technology; video = percentage of teachers who required students to use video for PE; less effective = percentage of teachers who reported they were less effective at teaching
their PE classes; PE = physical education.

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340 Mercier et al.

Table 2 Descriptive Statistics for Physical Education National Content Standard Prioritization
Variable Standard 1 (%) Standard 2 (%) Standard 3 (%) Standard 4 (%) Standard 5 (%)
Grade level
Elementary 13 3 28 14 42
Secondary 3 3 42 9 43
Multilevel 10 4 31 11 44
Total 10 3 32 12 43
Region
Northeast 9 3 30 15 43
Midwest 11 3 33 11 42
South 10 3 32 13 42
West 10 3 33 10 44
Total 10 3 32 12 43
District type
Rural 11 2 31 11 45
Suburban 9 4 32 11 44
Urban 10 3 33 13 41
Total 10 3 32 12 43

Table 3 Results From Binary Logistic Regression Models

Mode 1: Assignments Model 2: Technology Model 3: Video Model 4: Less effective
Variable b (SE) OR [95% CIs] b (SE) OR [95% CIs] b (SE) OR [95% CIs] b (SE) OR [95% CIs]
District type
Urban 0.18 (0.09)* 1.20 [1.01, 1.42] 0.39 (0.08)** 1.47 [1.25, 1.73] 0.48 (0.08)** 1.61 [1.36, 1.91] −0.10 (0.09) 0.90 [0.76, 1.08]
Suburban 0.03 (0.09) 1.03 [0.86, 1.23] 1.13 (0.09)** 3.08 [2.60, 3.65] 0.48 (0.09)** 1.62 [1.36, 1.91] CG 1.24 [1.02, 1.51]
Rural CG CG CG 0.22 (0.10)*
Region
Northeast 0.67 (0.09)** 1.96 [1.64, 2.35] 0.78 (0.09)** 2.18 [1.84, 2.59] 0.09 (0.08) 1.09 [0.93, 1.30] −0.05 (0.11) 0.95 [0.76, 1.19]
Midwest 0.27 (0.09)** 1.32 [1.10, 1.57] 0.38 (0.08)** 1.46 [1.23, 1.72] −0.22 (0.08)* 0.81 [0.68, 0.95] 0.42 (0.10)** 1.53 [1.25, 1.87]
South CG CG CG CG
West 0.01 (0.10) 1.01 [0.84, 1.22] 0.47 (0.09)** 1.60 [1.34, 1.91] −0.14 (0.09) 0.87 [0.73, 1.04] 0.59 (0.11)** 1.80 [1.46, 2.22]
Grade level
Elementary CG CG CG 0.27 (0.10)** 1.31 [1.08, 1.60]
Secondary 2.31 (0.09)** 10.05 [8.36, 12.09] 0.22 (0.08)** 1.25 [1.07, 1.45] 0.13 (0.08) 1.13 [0.97, 1.32] CG
Multilevel 0.84 (0.08)** 2.31 [1.98, 2.70] 0.41 (0.08)** 1.51 [1.30, 1.76] 0.38 (0.08)** 1.46 [1.25, 1.70] 0.19 (0.11) 1.21 [0.97, 1.51]
Note. b = unstandardized beta coefficient; OR = odds ratio; CIs = confidence intervals; CG = independent variable used as the comparison group in dummy variable coding
system.
*p < .05. **p < .01.

pandemic. Research prior to the COVID-19 pandemic suggests Teachers were asked to self-rate their effectiveness when
many PE teachers feel unprepared to use technology (Casey, teaching remotely, with the intent of trying to better understand
Goodyear, & Armour, 2017). In spring 2020, use of technology their efficacy toward implementing PE during the pandemic. Only
for remote instruction was, in essence, required for all PE teachers, about 20% of teachers reported that they were less effective
with little to no time for training. The large number of responses to the teaching students online during the pandemic. We expected this
OPEN survey, combined with the SHAPE America survey results, number to be quite higher given the lack of preparedness teachers
where teachers wanted assistance with remote instruction (SHAPE had in teaching online, coupled with the abruptness of the transition
America, 2020) strongly suggests a desire by PE teachers for to a remote learning environment. Since this was a self-rated scale
additional training to become more effective remote instructors. It item on the survey, it is unknown what criteria teachers were using
is important for future research to identify what types of professional to measure their own effectiveness. Some interesting and possibly
development prove successful in training teachers in delivering alarming questions, however, remain regarding the goals of PE
quality remote PE instruction. This study begins to shed light on teachers while teaching remotely. If half of the sample did not use
the areas in which teachers need additional training as well as where assignments to measure student learning and well over half of the
current inequities by school type, region, and level, exist. teachers did not use video instruction, what actually occurred in
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 PE Teachers’ Pandemic Remote Instruction 341

these remote PE classes? A larger, and potentially more concerning a summer to prepare, teachers and schools may have different
question is, with little documented instruction and less identified responses to the questions posed on this survey. It would be beneficial
learning, how did 80% of these teachers rate themselves as being as to conduct a follow-up study to see how responses and teachers’
effective or more effective? Documenting student learning out- experiences changed with more preparation for remote instruction.
comes through assessments is a staple of effective in-person PE Another limitation is that results from the current study rely on
teaching (Rink, 2013) and apparently a largely missing component the accuracy of teacher self-reporting. Future studies should look to
to PE during the onset of the pandemic. include fidelity measures, such as a student or administrative ele-
Rural PE teachers reported the least access for their students to ment, to confirm the presence of findings. A final limitation is that
technology and rated themselves as least effective in their remote the survey did not ask teachers to identify the types of technology
PE teaching. Apparent inequities in these settings led us to believe used and needed for student effective remote instruction. Even with
that children in rural areas received lower quality PE instruction the presented limitations and suggestions for future research, the
than students in urban or suburban settings. Helping teachers, findings from this investigation yield important insights on the initial
specifically those in rural settings, develop self-efficacy could response to the pandemic from a PE teacher perspective.
aid in improving effective teaching. Teacher efficacy is linked
to increased PA for children in PE (Ernst & Pangrazi, 1999). With a
call for public health interventions aimed at increasing PA levels of Conclusion
children during the pandemic (An, 2020) and teachers in the current
The experiences of PE teachers as they switched to remote
study identifying SHAPE America National Standard 3 (knowl-
instruction during the onset of COVID-19 yielded important in-
edge and skills to achieve and maintain a health-enhancing level
sights on the short and possibly long-term landscape of PE.
of PA and fitness) as a focus area, it would seem appropriate to Without the ability for physical educators to teach as they had
develop teacher efficacy to help teachers become more effective been allowed to teach (i.e., face-to-face, shared equipment, con-
in achieving their identified area of focus. Observed decreases in sistent scheduled time), it is essential for teachers to identify
children’s PA levels (Dunton et al., 2020; Xiang et al., 2020), the alternative strategies to support students’ standards-based learning.
relationship between PA and the severity of COVID-19 com- Without the physical presence of the PE teacher, challenges in
plications (Centers for Disease Control and Prevention, 2020a; guiding students to engage in healthy levels of PA and fitness while
World Health Organization, 2020), and PE’s position as a place fostering student enjoyment of those activities remain. Continued
to address public health concerns (Sallis et al., 2012) further support for PE teachers, through professional development ses-
support increased work on promoting PA levels through remote sions and additional resources, especially among groups where
PE instruction. inequities were identified, is needed as teachers adapt to leading
Access to technology and the amount of student assignments students on a new path toward facilitating student learning in PE.
were the lowest among teachers from the South. In addition,
secondary level teachers reported the highest student access to
teaching and learning technology and the most student document
Acknowledgments
submissions. Student assessment is a key component of quality PE
programs (SHAPE America, 2015) and was not highly documented The authors thank OPEN (openphysed.org) for supporting PE teachers and
within our sample, especially at the elementary level. Disparities schools throughout the COVID-19 pandemic, collecting data for content
among these variables, specifically in the South and in rural com- development purposes, and sharing the data for this study.
munities were identified among specific groups. Support, through
training and resources, is needed so that all students receive access to
quality remote PE instruction. One idea for providing this support
would be to make grant funding from state or national associations
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