Purpose: This qualitative case study examined students’ interpretations of their physical activity (PA) experiences within in-person and online physical education and how that influenced their PA self-efficacy. Method: The study participants were 40 (24 females) current high school students from three different schools who participated in focus group semistructured interviews. Results: Two themes were developed during analysis of the coded data: (a) online participation in PA within physical education was awkward and (b) students had a variety of observational preferences based on perceived and actual similarities/differences between students and their teachers, peers, and people within online videos. Discussion/Conclusion: The design of PA experiences should attempt to support or increase students’ PA self-efficacy by limiting students’ feelings of being uncomfortable or on display, increasing students’ opportunities to learn from each other in comfortable ways, and providing students with detailed demonstrations from teachers and peers with a variety of skill levels.

目的：本定性案例研究考察了学生在面对面和在线体育教育中对其身体活动 (PA) 体验的解释，以及这如何影响他们的 PA 自我效能。方法：研究参与者是来自三所不同学校的 40 名在校高中生（24 名女性），他们参加了焦点小组半结构化访谈。结果：在分析编码数据的过程中形成了两个主题：（a）在体育教学中在线参与 PA 是尴尬的；（b）学生根据学生和老师之间感知和实际的相似/差异，有各种观察偏好，同行以及在线视频中的人。讨论/结论： PA 体验的设计应尝试通过限制学生不舒服或表现出来的感觉、增加学生以舒适的方式相互学习的机会以及为学生提供来自不同技能水平的老师和同伴的详细演示。