Education shifted drastically during the pandemic and the impact was still felt during the new normal, even in the Physical Education sector. Online, as one of the modalities, was used as an alternative for the in-person modality even in the new normal setting. Yet, there are still problems from the pandemic that need to be addressed. With this being the matter, this research aims to note the needs analyses of Physical Education teachers in transitioning to new normal. Simonson’s Equivalence Theory and Behavioral Theory in Training were the theoretical framework used as the backbone of this study. The exploratory mixed method design was used by the author to find out the needs analyses (in the form of gaps, condition, aligned resources, and target resources), the equivalence of online and in-person modality (highlighting the General Equality; Comparative Flexibility; Comparative Interaction; and Comparative Ease of the modalities), the types of modality used, the significant differences of these modalities, and the proposed Departmental Improvement Training Program.
According to the result, the researcher found out several problems, the recommendations of the respondents, and the resources and interventions that would solve these problems. The result also showed an equivalence of the online and in-person modality with no significant differences between these modalities. With this, the researcher crafted the proposed Departmental Improvement Training Program.
Therefore, it was determined that the research objective was successfully accomplished. There were many problems that needed to be addressed but it can be assured that these challenges can be resolved through proper intervention programs or intervention plans. It implies that the two modalities can be used interchangeably in teaching Physical Education depending on the situation or disruption felt by the school if it is deemed necessary.
The present study recommends using the crafted Departmental Improvement Training Program. Continuous development is advisable not just during the existence of any circumstances, but also in other aspect that may contribute to shift of pedagogy in teaching Physical Education.
