Technology Integration and Digital Devices in PE
Technology advances have created numerous advantages for professionals across many fields, from hospitals to school settings. As these devices and platforms continue to evolve and improve, teachers like myself must make a deliberate, ongoing effort to adopt and thoughtfully integrate digital tools that enhance student engagement, streamline assessment processes, and support more effective, data-informed instruction.
When it comes to the topic of how effective technology integration is in the classroom, a recent study by Ha et al. (2025) found that among the 48 studies reviewed, 73% reported a statistically significant increase in physical activity outcomes. This suggests that technology devices such as mobile apps and wearable trackers can actively encourage and motivate students and individuals by making personal activity data readily accessible. When individuals can clearly see metrics like step counts or active minutes throughout the day, they often feel compelled to meet or exceed their targets before the day ends.
Many individuals are now relying on digital devices to pursue fitness goals or sustain healthier lifestyles. In intervention-based research, using wearable devices like smartwatches, has shown a big increase in performance. In the study by Xu et al., 41 of 48 studies that measured physical activity outcomes reported that the explained variance in physical performance increased—from 66.4% to 84.1%—when measures of user acceptance were included.
Physical education teachers, like all other professionals, should seize this opportunity to integrate technology devices into their practice to make lessons not only more effective and successful but also more engaging, enjoyable, and relevant for students. Yet recent research by Creaser et al. highlights a significant gap between potential and practice: in their school implementation study, 82.4% of the 1,087 school staff surveyed reported never using wearables in PE, underscoring the need for better support, training, and practical strategies to bring these tools into everyday teaching.
References
Creaser, A. V., Frazer, M. T., Costa, S., Bingham, D. D., & Clemes, S. A. (2022). The Use of Wearable Activity Trackers in Schools to Promote Child and Adolescent Physical Activity: A Descriptive Content Analysis of School Staff's Perspectives. International Journal of Environmental Research and Public Health, 19(21), 14067. https://doi.org/10.3390/ijerph192114067
Ha, T., Moon, J., Yu, H., Fan, X., & Paulson, L. (2025). A Systematic Review of Technology-Infused Physical Activity Interventions in K-12 School Settings: Effectiveness, Roles, and Implementation Strategies. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), 113. https://doi.org/10.1186/s12966-025-01811-x
Xu, Y., Peng, J., Jing, F., et al. (2024). From Wearables to Performance: How Acceptance of IoT Devices Influences Physical Education Results in College Students. Scientific Reports, 14, 23776. https://doi.org/10.1038/s41598-024-75071-3
