The COVID-19 pandemic is forced to introduce online physical education （OLPE） rapidly and has brought a great opportunity to rethink the future Physical Education （PE）. This paper aims to discuss the new relationship between PE and society over the digitalization in PE lesson based on the theories related school structure and PE teacher through some outcomes in our OLPE project.
Subjects were two classes: one is 3rd grader striking/fielding game unit with 48 junior high school students while another is 3rd grader handball game unit with 45 students. These units were implemented as blended unit with OLPE lessons and face-to-face lessons in using student-centered approach with cooperative learning model for promoting social skills. Outcomes of the lessons were analyzed in using both quantitative and qualitative data with questionnaire and teacher reflection.
A potential gap between PE and society 〈teacher-centered teaching and student-centered learning〉 was found through this OLPE project. In other words, teacher was unable to teach in face-to-face as before, therefore the limitation of teacher-centered teaching which had been difficult to recognize by oneself in the closed school structure has exposed. At the same time, OLPE which was able to student-centered learning may become one of the tools to correct that gap.
On the other hand, a dilemma which is difficult to progress the digitalization of PE was also confirmed. There are many reasons to hinder the rapid introduction of digitalization to PE such as teachers’ competencies to use digital tool and expected role of PE teacher in school and the school structure that is difficult to accept new changes. Also, PE has its indispensable role as the medium to interact in each other through physical. This way of learning is specific in PE.
It was suggested the possibility to solve current issues in PE through blended learning style in using OLPE lessons and face-to-face lessons. In addition, PE teacher should participate in teachers’ network for their wish fulfillment actively as one independent subject and they should be encouraged by evidence-based support.