Abstract
BACKGROUND/OBJECTIVES: The COVID-19 pandemic has notably disrupted K-12 education globally, significantly impacting physical education and student health outcomes. This qualitative study investigates how the pandemic affected student physical fitness, motivation, and equitable access to fitness opportunities, particularly from the perspective of physical education teachers. Guided by the Social Ecological Model, the research addresses how intrapersonal, interpersonal, organizational, community, and policy factors collectively influenced student physical fitness outcomes post-pandemic. METHODS: A phenomenological methodology was employed, utilizing semi-structured interviews conducted via Zoom with eleven K-12 physical education teachers in Ventura County, Southern California. Participants were selected using criterion sampling, targeting educators experienced in teaching before, during, and after the pandemic. Thematic analysis with initial in vivo coding was used to authentically capture participant perspectives, supported by strategies like peer debriefing and member checking to enhance analytical rigor. RESULTS: Findings highlighted significant declines in student physical fitness post-pandemic, including reduced endurance, flexibility, and strength, accompanied by increased sedentary behaviors. Teachers reported pronounced decreases in student motivation and engagement, with heightened resistance to structured physical activities. Socioeconomic disparities deepened, disproportionately impacting economically disadvantaged students' access to fitness opportunities and nutrition. Additionally, physical education experienced systemic undervaluation, resulting in inadequate resources, inconsistent policy enforcement, and difficulties in accurately assessing students' fitness levels. CONCLUSIONS: This study underscores the urgent necessity for systemic reforms to rejuvenate physical education programs and promote equitable health outcomes. Recommendations include increased funding, improved facilities, reduced class sizes, consistent policy enforcement, and enhanced administrative support.