Students’ attitudes toward online learning in physical education and their impact on academic performance: challenges and intervention strategies

Abstract

The transition to online learning in Physical Education (PE) has posed significant challenges due to the subject’s inherently practical and movement-based nature. This study examines students’ attitudes toward online PE, the difficulties they encounter, and its perceived impact on academic performance. A descriptive research design was employed, utilizing a survey-based approach to gather data from students enrolled in PE courses at Batangas State University, Nasugbu Campus. Findings reveal that while students generally have a positive attitude toward online PE, their engagement is significantly influenced by internet connectivity, teacher competence, and instructional strategies. Key challenges identified include time management, lack of resources, financial constraints, and limited student-teacher interaction. Despite these obstacles, students perceive online PE as effective, particularly for those with strong digital literacy skills. However, weak student-teacher engagement remains a critical concern, affecting participation and skill acquisition. The study underscores the need for improved digital infrastructure, teacher training in online pedagogy, and innovative instructional strategies to enhance online PE instruction. Implementing blended learning models, real-time feedback mechanisms, and interactive learning tools can optimize student engagement and learning outcomes in virtual PE environments.