The research aimed to reveal the reality of the application of distance education and the obstacles to its application, and to compare the reality of distance education in the faculties of physical education in Egyptian and Saudi universities in light of the Corona pandemic from the point of view of the faculty members. And physical education departments in Egyptian and Saudi universities, and among the research tools: a questionnaire about the reality of the application of distance education and the obstacles to its application. Among the most important results: First: The first axis: the reality of the application of distance education in the faculties of physical education in Egyptian universities in light of the Corona pandemic: A- The distance education system contributes to the continuity and success of the educational process in light of the Corona crisis. B- The tools used in distance education are considered effective and appropriate in light of the Corona crisis. C- I am satisfied with using the distance education system as an alternative to the education system facing the Corona crisis. D- The degree of reality of applying distance education in the faculties of physical education in Egyptian universities from the point of view of the members of the basic research sample, it was a medium degree. Second - The first axis: the reality of the application of distance education in the faculties of physical education in Saudi universities in light of the Corona pandemic: A- The techniques used in distance education are effective and cover all aspects of the curriculum. B - Distance education on a continuous basis, with which students interact well. C- The university provides electronic and training courses that explain the mechanism of using the distance education system in the college during the Corona crisis. D - The reality of the application of distance education in the faculties of physical education in Saudi universities from the point of view of the members of the basic research sample, it was a large degree. Third: The second axis: the obstacles that faced the application of distance education in the faculties of physical education in Egyptian universities: A- Fewer training programs for the distance education system for faculty members. B - There is difficulty in direct communication between faculty members and students (where ideas and opinions can be exchanged through personal confrontation). C - There is a difficulty for faculty members in following up on the large numbers of students through the available distance learning tools. Fourth: There are statistically significant differences at the level of 0.05 in the reality of applying distance education between faculties of physical education in Egyptian and Saudi universities in light of the Corona pandemic from the viewpoint of faculty members in favor of Saudi universities.