Remote Teaching (and learning) of Emergency: a study on emotions in physical education students

The objective of the study was to delve into the emotional self-perception of university students, in virtual environments because of the remote educational experience due to the COVID 19 pandemic. We worked with 41 students studying the Professorship in Physical Education of the National University of Rio Cuarto, Cordoba, Argentina, during the year 2020. Considerations were made by gender, age, year of study, experience in virtuality, work, and dependents. The EMOC-EVEA Questionnaire was used: Affective-emotional component in virtual teaching-learning environments (Garcia-Perales, & Valverde Berrocoso, 2021). The results show two ways of perceiving emotions before and during virtual activity. On the one hand, a more positive minority about the experience of virtuality, who take advantage of learning in other ways, feeling comfortable, capable and predisposed. On the other hand, a majority tendency, more pessimistic in relation to the daily challenges to connect, with the feeling of leaving the class, insecurity when interacting virtually, feeling it an obstacle to their professional training. Emotions related to overwhelm, stress, frustration, anxiety, anguish, helplessness, confusion, demotivation, and isolation appear, referring in general to processes of loss of the identity of the race due to the impossibility of practices and body to body encounters.