Teaching Physical Education in the New Normal: A Phenomenology

Covid-19 brought immense change in education which caused a sudden shift of teaching modality without prior training. This phenomenological inquiry focused on the experiences of Physical Education Instructors teaching Physical Education in the New Normal. The study employed in-depth interview and focus group discussion. Thematic analysis was used to examine the data. The findings indicated that instructors teaching Physical Education in the New Normal face challenges for the following reasons: undesirable learning circumstances; needed preparations of teaching in the new normal; and compromising teaching and learning experiences. Physical Education teachers implemented the following interventions to address the phenomenon: maximizing educational technology; implementing assessment and monitoring students’ progress; sustaining motivation; and managing pressure in teaching the competencies. Furthermore, the following four (4) themes summarized Physical Education Instructors’ perspectives: establishing meaningful teaching practices; ensuring administrative technical support, refining accelerating teacher’s performance; and scheming effective curriculum for teachers. The results of this study can bring substantial information to understand the lived experiences of teachers teaching Physical Education in the New Normal in tertiary schools and can bring awareness to all stakeholders of the academe, who in turn can help in designing and adjusting the curriculum suiting the new normal way of teaching and learning in Physical Education.