The COVID-19 pandemic is a health crisis deepening in the current world context, characterized by enormous globalization and scientific-technical development processes. The research aims to understand how university teachers of Physical Education had to reinvent the discipline and the pedagogical relationship based on bodily practices during the two years of the COVID-19 pandemic. The study is based on the interpretative-comprehensive paradigm, with a qualitative methodology. Twelve semi-structured interviews were conducted with university professors from two regional universities, located in the Maule region, Chile. The first category that emerges is Virtual Education, which is related to the challenges faced by teachers with distance learning. The second category refers to the pandemic's impact on the teaching staff's socio-emotional aspects, manifested through fatigue, exhaustion, and stress, affecting teaching practices due to the precarious work and the adverse conditions generated by the COVID-19 pandemic. In terms of conclusions, we can affirm that the COVID-19 pandemic caused profound changes in the teaching and learning processes in the area of Physical Education, with negative consequences for the moment, for the teaching staff as well as for the university students.