Context: This study identifies a set of professional criterion for evaluating online Physical Education (PE) lectures and empirically tests their efficacy on 128 students at Ho Chi Minh City University of Technology and Education (HCMUTE). Findings: Six professional criteriion (PC) were selected through two rounds of expert interviews and Wilcoxon signed-rank testing (P > 0.05): (1) Lecture Introduction; (2) Lecture Content; (3) Learner Interaction; (4) Teaching Materials; (5) Multimedia Usage; and (6) Assessment & Evaluation. The resulting scale demonstrated high internal consistency (Cronbach’s α = 0.809). After eight weeks of implementation, the combined mean score across all six criterion was 3.96/5 (“Agree”), with the highest subscore for Lecture Content (4.13 ± 0.83) and the lowest for Multimedia Usage (3.69 ± 0.97). Coefficients of variation (Cv) fell below 25 % for most criterion, indicating strong consensus among students. Discussion: These findings confirm both the feasibility and professional effectiveness of online PE lectures while suggesting that multimedia design should be further improved to enhance the learning experience.