Aspects related to the performance of physical education teachers during remote teaching in the Covid-19 pandemic

Abstract

BACKGROUND: The suspension of classroom classes due to the Covid 19 pandemic caused sudden changes in the ways of learning and teaching. In this context arises the need to deepen reflections on school physical education, a discipline with a predominantly practical pedagogical character, especially in basic education). 
OBJECTIVE: To verify the relationship between age and educational system in which the teacher teaches with factors associated with the teaching of Physical Education in schools during the period of remote education during the COVID 19 pandemic. 
METHODS: The study was characterized as a quantitative research, with correlational and descriptive design. The survey was conducted between May and June 2021, with 106 Physical Education teachers who worked during the Covid-19 pandemic period. For the collection of information, a semi-open questionnaire was used. Data were tabulated in a Microsoft Excel® spreadsheet and analyzes were performed using the Statistical Package for Social Sciences, version 24. 
RESULTS: Among the main findings, it was found that, proportionally, more teachers from private schools (83.3%) than teachers from public schools (24.1%) received training to work in remote education, with significance of p<0.05. Similarly, teachers from the private network, proportionally, received greater support in equipment to work remotely (41.7%) than those from the public network (2.4%), p<0.05. The correlation analysis also showed that the younger the age of the subjects in the sample, the greater the number of self-reported contents, with teaching difficulties (ρ=-0.36, p<0.05). 
CONCLUSION: It was concluded that there was a relationship between age and the number of contents that teachers had difficulty in developing, as well as a difference in training support and support for teachers, according to each school network, and this support was higher in the private network.