Challenges in Implementing Physical Education Classes Under Interrupted Education in Palestinian Schools

Abstract

This study aimed to identify the challenges of implementing physical education classes under interrupted education in Palestinian schools and to examine differences in these challenges according to gender, academic qualification, years of experience teaching physical education during periods of interrupted education, school level, and the number of physical education classes per week. A descriptive survey design was employed. Data were collected using a questionnaire consisting of six dimensions, administered to a sample of 580 male and female physical education teachers from ten education directorates in the northern governorates of Palestine. The data were analyzed using SPSS, applying descriptive statistics and appropriate inferential tests. The findings indicated that the overall level of challenges was high. Remote education ranked as the most challenging dimension, followed by equipment and facilities. No statistically significant differences were found according to gender or academic qualification. However, statistically significant differences were reported according to years of experience, school level, and the number of physical education classes per week. The study recommends developing flexible plans to ensure the continuity of physical education during emergencies, providing appropriate equipment and teacher training, and reviewing curriculum organization to accommodate exceptional educational circumstances.