This study aimed to measure the association between teachers' online learning readiness and their understanding of web-technological pedagogy across many demographic variables, such as gender, school level, and tenure, in the field of physical education and sports. Methods: To that end, 180 volunteer high school and physical education coaches participated in the research. In addition to the data form that was created by the researcher, the Web-Technological Pedagogy Content Knowledge and Online Learning Readiness Scales were also used to collect information for the study. Statistical procedures such as one-way analysis of variance (ANOVA), linear regression, T-test, and Pearson's moment correlation coefficient (r) were used for the data analysis. The participants demonstrated a strong understanding of web-technological pedagogy and were well-prepared for online learning. Results: Despite no statistically significant differences in topic knowledge of web-technological pedagogy by gender or service time, women were found to be more prepared for online learning. Additional research showed that there is a rather strong relationship between online learning preparedness and web-technological pedagogy subject understanding. The foundational ideas include web-technological pedagogy, online learning, and physical education. The term "technological readiness and online learning self-efficacy" has lately garnered a lot of attention from researchers across several fields. Most research on the subject has shown the opposite to be true: that the two factors are inversely related