Touchless classes and absent bodies: teaching physical education in times of Covid-19

Bodies have been claimed to be an 'absent presence' and touch 'risky business' in physical education (PE). We have now witnessed how these claims are intensified in pandemic times of Covid-19, particularly in countries that have adopted extreme lockdown measures. This paper explores how PE practices have become 'touchless' and bodies absent using the theoretical concepts of risk and assemblage. The paper focusses on a group of pre-service PE teachers who were keen on undertaking their PE practicum experience and who were forced to switch to online mode. Data were collected through participant-produced drawings and comments on the drawings. Results suggest that the pre-service teachers are experiencing a mix of emotions during this time, miss the physical contact with students and believe the subject of PE is losing its identity as a consequence of the current situation. The conclusions of this study reveal a shift in the way that bodies are being constituted as assemblages now, and the possibility that pre-service teachers are missing out on an important aspect of their practicum experiences because of the lack of direct contact with students. We also wonder if pre-service teacher education programmes should put more emphasis on better preparing the students to teach online, and what will be the long-term consequences in the teaching of PE because of the current Covid-19 pandemic situation.

Automated summary

This paper discusses how physical education practices have become 'touchless' and bodies absent during the pandemic, using theoretical concepts of risk and assemblage. Pre-service PE teachers who switched to online mode experienced a mix of emotions, missed physical contact with students, and believed that the subject of PE is losing its identity. This study reveals a shift in how bodies are being constituted as assemblages and the potential consequences of missing out on important aspects of practicum experiences due to lack of direct contact with students.