Teacher training programmes and physical education activities were strikingly affected by the COVID-19 pandemic. Consequently, this study attempted to uncover (i) the systems factors that influenced the teaching practice of 28 preservice teachers during school placement, and how different multi-system interacting influences impacted on (ii) predominant, or (iii) differentiated teaching practices. Data included individual and focus group interviews, field notes, post-observation sessions, and digital portfolios. Eleven system-related factors were identified: macrosystem (lockdown regulations); exosystem (experiential learning); mesosystem (mentoring); microsystem (technology); and individual attributes. Teaching practices were influenced by interacting classroom conditions, prior learner-centred training, mentoring and personal attributes.