## 4 Discussion

Table 3: Mediation effect analysis. tive environments, thereby increasing student engagement and participation [42]. In the context of physical education, digital technologies have been shown to improve student involvement and physical fitness outcomes [43]. Specifically, tools such as management software, websites, and multimedia materials support real-time assessment and feedback, enhance teacher-student interaction, and improve learning efficiency and instructional effectiveness [44]. Online resources like websites and multimedia content also enhance the accessibility, equity, and democratization of educational materials, reducing reliance on traditional textbooks [45]. Furthermore, using video- and audio-based multimedia to deliver instructional content improves students' comprehension and retention--particularly beneficial in subjects such as physical education, which emphasize visual and experiential learning [46]. However, a key limitation of the current analytical approach is its restriction to evaluating the synergistic effects of only two variables at a time on teaching quality, without capturing the cumulative impact of multiple interacting factors. Future studies should consider employing more advanced methodological frameworks to overcome this limitation. Notably, this study found that the frequent use of multimedia courseware, question banks, and e-textbooks in physical education classes was associated with a negative impact on teaching quality. This finding contrasts with previous research, which has consistently reported that multimedia courseware, question banks, and e-textbooks enhance learning outcomes in subjects such as science, language, and mathematics. In contrast, the present study identifies an opposing trend within the domain of physical education. While these tools effectively support cognitive comprehension and assessment readiness in knowledge-based disciplines, their applicability may not extend to performance-oriented fields like physical education, which demand active bodily engagement and context-dependent learning. Physical education, in particular, emphasizes experiential practice and the development of motor skills through direct physical involvement. Overreliance on multimedia courseware and e-textbooks for delivering theoretical content or demonstrating skills may reduce opportunities for hands-on training, thereby limiting physical participation and undermining students' interest and experiential satisfaction [47]. While question banks are effective for reinforcing knowledge and improving test performance in academic subjects, their use in physical education may overemphasize written assessment at the expense of practical skill development. This shift can undermine students' intrinsic motivation and, ultimately, degrade the overall quality of instruction [48]. Accordingly, it is recommended that the use of multimedia courseware and e-textbooks for delivering theoretical content in physical education be carefully regulated in both frequency and duration to prevent cognitive overload and student disengagement. Instead, multimedia tools should be purposefully employed to visualize technical skills and complex movements, while ensuring sufficient time is preserved for hands-on, experiential learning. Such an approach can enhance student interest and improve overall instructional quality. By identifying specific digital technologies that positively or negatively influence teaching quality in physical education, this study provides a more nuanced understanding of the interaction between subject content and technological tools. In doing so, it addresses a gap in the literature, which has largely focused on academic subjects or general multimedia use without accounting for subject-specific pedagogical contexts. This study further revealed that the use of digital technology in physical education classrooms not only has a direct positive effect on teaching quality but also enhances it indirectly by promoting perceived teacher support and academic self-efficacy.