Moving online in physical education teacher education

In this paper, we consider the challenges for Physical Education Teacher (PETE) that were presented during COVID-19 pandemic in regard to preservice teachers’ knowledge and about movement their developing capability. Historically, learning as well has always been central physical education PETE. The question paper addresses is how teaching of capability are experienced by PETE educators teachers when taught online. We specifically ask what gains losses online compared face-to-face teaching? Movement study firstly inspired Arnold’s (1991. preeminence skill an educational value curriculum. Quest, 43(1), 66–77) conceptualisation knowing movement. Our conception meaning also informed concept outlined recent research. argue offers some additional unique perspectives our research question. Educators at two institutions Sweden interviewed order investigate experiences participating respectively courses full due restrictions imposed pandemic. informants asked questions having participated combination framework (knowledge movement) with increases understanding future teachers. results show possibilities develop one hand seem be reduced opportunities interact other people whilst hand, increased learners can practise specific ways moving without audience.