Abstract:
The impact of Covid-19 caused significant disruptions to student learning, where online delivery and assessment
represent a critical consideration for physical education teacher education (PETE). The Covid-19 pandemic posed
a problem with sectoral disruption in higher education, sport, and physical activity. Students specialising in
Physical Education (PE) had to experience a temporary shift of instructional delivery in the practical modules to
an alternative delivery mode. The improvisation and rapid conversion of delivering learning activities were purely
experimental to facilitate student learning. There is a general apprehension about online learning for students in
PETE, most notably, the absence of face-to-face education through movement that is difficult to replicate digitally.
Emergency remote learning engendered questions and challenges regarding pedagogical approaches. Lecturers
explored the effectiveness of emergency remote learning through student experiences. Descriptive research was
conducted, following a mixed-method approach to understand students’ experiences, perceptions, and challenges.
140 students specialising in PE completed an online questionnaire. The quantitative data were analysed using
the statistical package for the social sciences programme, and the qualitative data was thematically analysed.
The majority of the students feel they have successfully reached the outcome of each module respectively. The
availability of online class recordings assisted students in their self-paced approach to learning. Collaborative
learning was preferred only if the lecturer was involved, as it seemed a significant challenge when student-driven.
A PE programme needs a face-to-face approach and can benefit from a blended teaching approach. Educators
transitioning suddenly to remote operation can consider adopting a similar pedagogical approach.
