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The COVID-19 pandemic has wrought substantial challenges on individuals and societies, including the academe. The pandemic required a sudden shift to remote learning. Teachers were called upon to support students' academic development and well-being throughout this shift while navigating adversity and stress in their own lives. The researchers aim to describe the factors affecting the relationship between Occupational Distress (OD) and Teaching Satisfaction (TS) among Physical Education teachers handling Junior and Senior High Schools in Angeles City with 150 respondents through a self-administered survey. Purposive or Convenience sampling was utilized to recruit respondents, while descriptive and inferential statistics were used to analyze the data. The researchers found that most respondents are women between 22 to 29 years old, female, and single. In terms of history, the majority of the respondents are ranked as Teacher I, working in public school, with a salary of 20,001-30,000 range; most of them have their bachelor's degree, handling junior high school students, and working for one (1) - three (3) years. The result shows that respondents' OD level is low while their level of TS is moderate. The study results show a significant moderate correlation between Teacher's Occupational Distress and Teacher's Teaching Satisfaction. Specifically, in terms of each variable, age and type of school substantially affect the Teachers' Occupational Distress. On the other hand, no variable significantly affects the Teachers' Teaching Satisfaction in terms of the demographic profile and teaching history.

Physical activity barriers, particularly for the volleyball players of Angeles City, are one of the elements that hinder team cohesiveness for all athletes during this pandemic. According to research, there are many areas where the pandemic influences physical activity and team cohesiveness. The purpose of this study is to ascertain whether physical activity barriers have a direct impact on volleyball players' ability to work together as a team. Based on related literature on how it affects physical activity barriers, an online Cross-Sectional, Descriptive-Survey research was conducted on the volleyball players around Angeles City. Respondents were chosen based on specific qualities and criteria and provided unbiased selection. In analyzing the data, the pandemic practices and communication are the areas that impact the volleyball players in the middle of the pandemic. The findings showed that physical activity barriers have no association with the team cohesiveness of the volleyball player. It is suggested to the trainers, coaches, school administrators, and players that they can apply the findings of this study to their training amidst this pandemic. For further validation, the same research is needed to identify the other areas or factors that affect physical activity barriers to team cohesiveness.

Due to the rampant spread of COVID-19, schools have shut down worldwide, resulting in dramatic changes in education. Physically impaired students are one of the groups that were highly affected due to these drastic changes. On a positive note, according to previously conducted studies, online physical education can provide students with disabilities a context in which self-efficacy and participation are promoted, which may lead to improved academic achievement. In this, the qualitative-exploratory study is focused on unraveling the experiences and challenges of students with physical impairment during online PE classes amidst the pandemic. Ten (10) samples of college students within Pampanga, Philippines, participated in the study. This study has analyzed in-depth college students’ concepts, thoughts, and experiences during their online PE. Narratives from the participants were analyzed using Manual Qualitative Analysis through transcriptions, coding, categorization, and thematic analyses. Based on the findings, three central themes have emerged: (a) better, fitter, healthier, and happier, (b) overcoming challenges; and (c) a healthy mind in a healthy body. Indeed, there is a need to ameliorate the delivery of acclimated or special needs physical education by making teachers more involved and dynamic in their tasks and lessons. PE teachers supervising students with physical impairment should determine their capacities and measures that need enforcement to support participation in sports and fitness. Aside from the findings discovered, an in-depth analysis of how academic performance, personality types, parental support, or sports participation can affect students’ perception or experience in online Physical education classes is highly suggested.