This quantitative study scrutinized the self-assessment of Physical Education and Sport teachers about their online physical education (PE) classes, which stemmed from the closure of schools and mandatory distance education during the COVID-19 outbreak. The data collecting tools of the study were the "Evaluation of Teacher Effectiveness Questionnaire in Physical Education (SETEQ-PE)" developed by Kyrgiridis et al. (2014) and adapted to the Turkish Ektirici et al. (2016). The participants were composed of 172 volunteer physical education and sports teachers who were determined via convenience sampling model. The data collected covered such demographic information as age, gender, sports-type, teaching, and schoolwork experience besides the items related to distance education, hardware support, proficiency in technological infrastructure, and application/software. The findings of the study showed that certain variables such as technological competencies, technical support provided by the school, and application/software support were influential in the participant physical education teachers' self-assessment. In addition, it was found out that SETEQ-PE variables such as technological competencies, technical support provided by the school, and application/software support affected to PE and sports teachers' self-assessment responses. However, no significant differences were determined in SETEQ-PE results about synchronous or asynchronous implementation of the physical education lessons, gender, and age.