Purpose: This study aimed to compare the effect of virtual training for physical education teachers on improving physical literacy and cognitive performance (working memory and attention) in educable intellectually disabled students and typical students.

Methods: A quasi-experimental study with a pretest-posttest design and a control group was conducted. The sample consisted of 400 seventh-grade students (200 educable intellectually disabled students with IQ scores of 55–70, and 200 typical students) from schools in Ahvaz, selected through purposive sampling and randomly assigned to either an experimental group (receiving instruction from virtually trained teachers) or a control group. Teachers in the experimental group received 32 hours of virtual in-service training. Research instruments included the Physical Literacy Assessment Questionnaire (CAPL-2) as well as the 1-back test to measure working memory and reaction time.

Results: Virtual training for physical education teachers significantly improved (P ≤ 0.001) all dimensions of physical literacy and the overall score in both student groups. Effect sizes were very large, ranging from 0.62 to 0.92. Cognitive performance also improved significantly, as reflected in a reduction in reaction time on the n-back test (P ≤ 0.001). Although both groups showed progress, the degree of improvement was greater in typical students than in educable intellectually disabled students.

Conclusion: Virtual training for physical education teachers represents an effective and equity-oriented approach to enhancing physical literacy and cognitive performance in both student groups, particularly among students with special needs. Expanding virtual in-service training programs for physical education teachers is recommended