This study investigated the lifeworld of physical education (PE) teachers, focusing on the integration of research-based practices in in-person instruction. Specifically, it explored how PE teachers engaged with research-related pedagogy and the factors that influenced their implementation of evidence-based strategies. With the use of phenomenological research design, and employing ten (10) PE teachers with embedded research-based practices into their physical education curriculum, the study identified seven key themes: fostering curiosity, enhancing engagement, navigating pedagogical challenges, building resilience, utilizing research-informed practices, practical solutions for research success and effective research teaching into PE teaching. Findings revealed that fostering curiosity through interactive, hands-on learning experiences and connecting research to real-world applications significantly enhanced engagement and intrinsic motivation in PE classes. While adopting research-based practices led to notable improvements in critical thinking and problem-solving skills, teachers faced challenges related to limited resources, time constraints and balancing traditional methods with innovative approaches where effective planning, time management and collaborative support were essential in overcoming these challenges. The study emphasized the importance of a multifaceted approach to PE teaching that combined stimulating learning environments, research-based strategies and practical support systems to optimize both teacher effectiveness and student success.

Keywords: engagement, research-based practices, PE teachers, in-person instruction, pedagogical strategies, resilience, student success