Nonlinear and extracurricular aspects of post-pandemic physical education training. A study based on scientific sources

Abstract

We propose that the pandemic and post-pandemic period fostered or accelerated a reflection on the training of Physical Education (PE) professionals related to adaptation to virtual environments, the integration of technologies, and the reformulation of pedagogical methodologies. To identify this movement within the school paradigm, a systematic review of scientific literature was conducted using databases such as Scopus, Google Scholar, and SciELO, along with qualitative analysis using specialized software. The results showed that many successful post-pandemic programs innovatively combined theory and practice and that, in many cases, digital technology promoted non-school-based and, moreover, non-scripted forms of instruction. In various parts of the world, the scientific literature reported that the practice of PE was more associated with collaborative work between educational institutions and communities, and a greater use of the situational clock was revealed in favor of sociocultural diversity as a means for healthy living. In conclusion, we argue that the pandemic accelerated nonlinear forms of pedagogy in PE, highlighting the growing importance of flexible, comprehensive models adapted to changing realities.