Background: Physical education (PE) has been traditionally considered as a practical and 'hands-on' subject in schools, where close proximity and physical contact is common, particularly in Spain which has a high proximity culture. Significantly, the delivery of PE has changed because of the COVID-19 pandemic, and this brings significant…

The importance of the Physical Education (PE) teacher's body, particularly for teaching PE, has been highlighted in literature. PE teachers are expected to be clear role models to students through their acts, behaviours and bodies. However, their strong embodied subjectivities, particularly those related to their teaching practices, may be…

The teaching profession requires an understanding of teachers' and students' emotions, and teachers' emotions can influence their teaching practice, professional development and pedagogical approaches. Furthermore, emotions are embodied and they may have a detrimental effect on wellbeing if they are not addressed properly. This paper explores the…

Bodies have been claimed to be an 'absent presence' and touch 'risky business' in physical education (PE). We have now witnessed how these claims are intensified in pandemic times of COVID-19, particularly in countries that have adopted extreme lockdown measures. This paper explores how PE practices have become 'touchless' and bodies absent using…