Physical Education in a post-COVID world: A blended-gamified approach

Dylan Blain, Martyn Standage, Thomas Curran

Research output: Contribution to journalArticlepeer-review

16 Citations (SciVal)
29 Downloads (Pure)


How does the education sector recover following the disruption caused by the COVID-19 pandemic? Much enthusiasm exists to imagine how teaching practices can be enriched within the so-called ‘new normal.’ The physical and mental health benefits associated with school physical education have attracted considerable attention during the pandemic. Capitalizing on the raised awareness of the many positive contributions of school physical education, a pressing priority is to now reengage children with physical activity in a manner that promotes enjoyable experiences and adaptive engagement with movement. In this paper, we draw from self-determination theory, physical literacy theory and socioecological perspectives to present the case for blended-gamified approaches as a means of reimagining physical education in a post-pandemic world. To support all young people to lead healthy and active lifestyles, we propose the use of a systematic and evidence-based approach to programme development, evaluation and implementation. Such an approach will aid in establishing what works, when, for whom and in which context.
Original languageEnglish
Pages (from-to)757-776
JournalEuropean Physical Education Review
Issue number3
Early online date24 Feb 2022
Publication statusPublished - 31 Aug 2022


  • COVID-19
  • blended learning
  • gamification
  • motivation
  • physical literacy
  • self-determination theory
  • technology

ASJC Scopus subject areas

  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Orthopedics and Sports Medicine


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