Physical education in the age of social media: teachers’ perceptions regarding students’ physical activity, sport-related behaviour and corporeality

Background Social media shapes young people's sport-related behaviour and body perceptions, presenting new pedagogical challenges for physical education (PE). Yet, little is known about how PE teachers perceive these influences on students’ physical activity, sport-related behaviour, and corporeality.Purpose This study explored PE teachers’ perceptions of social media’s impact on students’ physical activity, sport-related behaviour, and corporeality, and examined whether these perceptions differ by gender, age, teaching experience, or school type.Methods An explanatory sequential mixed-methods design was applied. 153 PE teachers from Germany completed a questionnaire assessing perceived impacts of social media on students’ physical activity/sport-related behaviour and corporeality. Descriptive statistics and ANOVAs examined group differences. 22 PE teachers participated in in-depth interviews, analysed using structuring content analysis.Results and Discussion Quantitatively, most PE teachers associated social media with declines in students’ physical activity and motor skills, while recognising motivational benefits, such as access to informal sport. Grammar school teachers and those aged 40–49 were more likely to acknowledge these benefits. Qualitative findings confirmed this critical stance, specifying affected motor skill domains and situating perceptions within broader societal dynamics. Teachers expressed scepticism about students’ knowledge acquisition via social media, highlighting a perceived decline in pedagogical authority. Regarding corporeality, social media was seen as reinforcing performance pressure and unrealistic body ideals, with stronger concerns among female and mid-career teachers. Teachers described body curation for approval, gendered ideals, and a marginalisation of body diversity. Teachers emphasised both risks and potentials, and reported limited pedagogical strategies for addressing social media in PE.Conclusion Rather than viewing social media solely as a risk, this study shows that PE teachers recognise its ambivalent role in shaping students' physical activity, sport-related behaviour, and corporeality, yet lack the pedagogical repertoire to respond effectively. By identifying systematic differences across teacher groups and revealing a clear professionalisation gap, the findings provide an evidence base for integrating media pedagogy and critical embodiment into PE teacher education.