. 2025 Feb 15;25:243. doi: 10.1186/s12909-025-06826-3

Table 2.

Disadvantages of the OLPE model in physical education

Technical facilities and fatigue	Teacher-student emotional aspects	Student exercise volume
1.Technological innovation is an important factor in promoting the development of digital teaching. Technology is particularly important in preparing lessons or teaching. Teachers need to spend a lot of time preparing lessons due to lack of technology, which can easily cause fatigue. They need to spend more time in front of the screen to send personal emails, solve doubts, and edit videos 2.Infrastructure needs. The facilities owned by students are uneven, such as desktop computers, laptops, and Internet devices, which makes it difficult for students to learn online synchronously [22] 3.Virtual teaching lacks face-to-face contact, intuitive communication, direct physical involvement, and visual cues, which leads to frustration due to the inability to reach students, resulting in the interaction between teachers and students being less detailed than in the classroom, causing fatigue	1. OLPE avoids the emotional and social aspects of physical education. OLPE teaching method hinders intuitive information, and it is difficult for teachers and students to convey subtle emotional information such as facial expressions and body language. It is difficult for teachers to directly grasp and experience the emotions that students want to express 2. It is impossible to truly feel the emotional response of students. Teachers’ emotions are diluted or even ignored due to the abstraction of digital processing. It has brought an impact on the establishment of emotions between teachers and students 3.When using digital devices for communication, recording, and data transmission, the space for students to learn becomes isolated. Facing the digital learning environment, the emotional interaction between teachers and students is reduced	1. Hager (2012) found that students who participated in OLPE had 8% lower levels of physical activity than students who participated in face-to-face physical education classes [23]. Silverman (1985) pointed out that in the OLPE course, the students’ scores in basic sports skills (hopping on one leg, skipping rope, jumping, etc.) and sports skills (throwing, catching, kicking, hitting, etc.) showed negative growth 2. It is difficult to meet the learning content standards stipulated by the state. Physical education is a learning method mainly based on physical participation. During OLPE, sedentary behavior increases and sports behavior decreases 3. In OLPE teaching, teachers and students do not personally participate in sports, and the phenomenon of mental fitness increases. In skill classes, direct physical participation in sports is difficult to ensure 4. OLPE lacks face-to-face guidance and supervision, and students may be injured due to irregular movements. Students lack self-discipline, which varies from person to person. Some students may lack self-discipline, find it difficult to persist in training, and reduce the amount of exercise. In addition, the first generation of OLPE courses does not meet the standards of comprehensive physical education teaching, and there is no data to verify whether OLPE is a viable learning platform

Technical facilities and fatigue

Teacher-student emotional aspects

Student exercise volume

1.Technological innovation is an important factor in promoting the development of digital teaching. Technology is particularly important in preparing lessons or teaching. Teachers need to spend a lot of time preparing lessons due to lack of technology, which can easily cause fatigue. They need to spend more time in front of the screen to send personal emails, solve doubts, and edit videos

2.Infrastructure needs. The facilities owned by students are uneven, such as desktop computers, laptops, and Internet devices, which makes it difficult for students to learn online synchronously [22]

3.Virtual teaching lacks face-to-face contact, intuitive communication, direct physical involvement, and visual cues, which leads to frustration due to the inability to reach students, resulting in the interaction between teachers and students being less detailed than in the classroom, causing fatigue

1. OLPE avoids the emotional and social aspects of physical education. OLPE teaching method hinders intuitive information, and it is difficult for teachers and students to convey subtle emotional information such as facial expressions and body language. It is difficult for teachers to directly grasp and experience the emotions that students want to express

2. It is impossible to truly feel the emotional response of students. Teachers’ emotions are diluted or even ignored due to the abstraction of digital processing. It has brought an impact on the establishment of emotions between teachers and students

3.When using digital devices for communication, recording, and data transmission, the space for students to learn becomes isolated. Facing the digital learning environment, the emotional interaction between teachers and students is reduced

1. Hager (2012) found that students who participated in OLPE had 8% lower levels of physical activity than students who participated in face-to-face physical education classes [23]. Silverman (1985) pointed out that in the OLPE course, the students’ scores in basic sports skills (hopping on one leg, skipping rope, jumping, etc.) and sports skills (throwing, catching, kicking, hitting, etc.) showed negative growth

2. It is difficult to meet the learning content standards stipulated by the state. Physical education is a learning method mainly based on physical participation. During OLPE, sedentary behavior increases and sports behavior decreases

3. In OLPE teaching, teachers and students do not personally participate in sports, and the phenomenon of mental fitness increases. In skill classes, direct physical participation in sports is difficult to ensure

4. OLPE lacks face-to-face guidance and supervision, and students may be injured due to irregular movements. Students lack self-discipline, which varies from person to person. Some students may lack self-discipline, find it difficult to persist in training, and reduce the amount of exercise. In addition, the first generation of OLPE courses does not meet the standards of comprehensive physical education teaching, and there is no data to verify whether OLPE is a viable learning platform