Technology-Enhanced Pedagogy in Physical Education: Bridging Engagement, Learning, and Lifelong Activity

The integration of technology into physical education (PE) has grown significantly in recent years, aiming to enhance student engagement, learning outcomes, and long-term adherence to physical activity. This study aims to critically examine the impact of technology-enhanced pedagogy in PE by reviewing the latest research on digital tools used in teaching and learning. Specifically, it explores how these technologies affect student engagement, knowledge retention, motor skill development, and self-regulated learning. Additionally, it seeks to identify potential barriers and strategies for optimizing their implementation in PE curricula. This study conducts a literature review, applying thematic analysis to categorize findings into key areas such as wearable technology, gamification, virtual and augmented reality, and artificial intelligence in physical education. Focused on the literature published between 2010 and 2025, it was conducted using academic databases such as PubMed, Scopus, and Web of Science. Finally, 151 articles were selected involving data extraction and qualitative synthesis of findings. Inclusion criteria encompassed peer-reviewed empirical studies, systematic reviews, and meta-analyses that investigated the application of technology in PE. The findings suggest that integrating technology into PE enhances motivation, engagement, motor skills, tactical understanding, and cognitive learning. However, issues such as digital inequality, lack of teacher training, and ethical concerns regarding student data collection pose significant challenges to widespread adoption. Also, this review identifies critical gaps and ethical considerations in the use of technology in PE, offering practical recommendations for its effective integration. Technology-enhanced pedagogy in PE offers numerous advantages, but its success depends on proper implementation, adequate teacher training, and equitable access to resources. However, this study is limited by the variability of methodologies across the reviewed studies, which may impact the generalizability of the findings.