Digital technology is growing in popularity in the enacted teaching and learning process. However, there is ongoing debate regarding the evidence of its impact on teaching and learning in physical education. With increasing use in education, digitally competent teachers are essential to the success of its integration. The primary aim of this study was to explore perceived teacher competency levels in applying digital technology to the physical education classroom. Teachers perceived significantly low competency levels in relation to digital technology in physical education. This was a result of both personal and school hindrances which teachers identified as impeding the integration of digital technology in their physical education classes. Drawing on a holistic view of the dichotomy of pedagogy and technology, we suggest that this relationship is more complex than the one stated in most digital competence frameworks, therefore a narrow understanding of teacher digital competency in physical education.

Delivering physical education teacher education (PETE) programmes through online platforms has been proposed as an alternative (or complementary) to traditional in-person modes of learning. Focusing on empirical studies, this mixed studies review explores the use of online teaching and learning in PETE and synthesises literature published between 2010 and 2020. Fourteen studies met the inclusion criteria. A data-based convergent synthesis design is adopted. Pedagogies and technologies commonly used are examined. Studies using a blended approach to teaching and learning provide more detail about the pedagogies and technologies used than those studies using a fully online model. There is scant information regarding the principles underpinning the development and delivery of online PETE courses. We provide extensive insights into the key learning from the experiences of faculty and pre-service teachers who engage with online teaching and learning in PETE. Our findings suggest online instruction may suit particular students and facilitate a shift to independent learning. Teaching and learning in the online space can impact the development of relationships, both positively and negatively. Furthermore, constructivist pedagogies should be prioritised, alongside support for students and teacher educators to develop online learning competence. Our review highlights considerations for teacher educators engaging in online teaching and learning in PETE and implications for future research.

Social justice as a concept and a pedagogy has (and is) gaining traction in physical education teacher education [Walton-Fisette, J. L., and S. Sutherland. 2018. “Moving Forward with Social Justice...

Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and non-competitive; activities focused on team sport and alternative forms of movement such as yoga; differentiated activities and teams and choice, beyond choosing between team sports only. We argue that the young person’s voice has the potential to inform policy and practice, as well as enforce and advocate for policy and practice that positions young people at the centre of the learning experience.