The COVID-19 pandemic introduced unprecedented challenges to global education systems, necessitating a rapid transition to alternative teaching modalities to sustain learning. This study investigates the implementation and efficacy of various learning modalities—flexible learning (synchronous and asynchronous), blended learning, and limited face-to-face instruction—in the context of physical education and sports during the new normal. Employing a descriptive-comparative research design, the study surveyed physical education instructors and students across ten (10) campuses of the University of Rizal System. Data collection was conducted using a validated and reliability-tested questionnaire. Findings indicated that blended learning was the most effective modality, combining the adaptability of online instruction with the interactive advantages of face-to-face engagement. Both teachers and students rated these modalities as highly effective, with blended learning achieving the highest evaluation for fostering autonomy and collaboration. Significant relationships were also identified between respondents' educational attainment and their perceptions of specific modalities. Challenges, such as limited technological integration and the need for targeted professional development, were noted. These findings emphasize the importance of continuous innovation in instructional methodologies to address the evolving demands of education, particularly in fostering holistic learner development in physical education and sports.

Keywords: Keywords: learning modalities, flexible learning, blended learning, face-to-face instruction, physical education, new normal