Technology-Enhanced Pedagogy And Teaching Effectiveness in Physical Education

Abstract

The integration of technology into physical education (PE) has accelerated significantly, yet systematic evidence regarding its impact on teaching effectiveness remains fragmented. This study examines how technology-enhanced pedagogy—specifically video analysis tools and wearable activity monitors—influences teaching effectiveness in secondary PE settings. A mixed-methods design incorporated a 14-week quasi-experimental intervention across eight schools (n = 384 students, 16 teachers), comparing technology-enhanced instruction with conventional instruction. Teaching effectiveness was operationalized through student learning outcomes (motor skill proficiency, physical activity levels, cognitive understanding), instructional quality indicators (feedback precision, lesson pacing, individualization), and student engagement metrics. Results showed that video analysis integration significantly improved motor skill acquisition (d = 0.66, p < .001) and teacher feedback specificity (d = 0.83, p < .001). Wearable technology enhanced student self-regulation of physical activity intensity (d = 0.72, p < .001) and enabled data-driven instructional adjustments. However, technology use reduced active learning time during initial implementation phases. Teacher interviews revealed that effective technology integration requires pedagogical purposefulness rather than technological novelty. The findings support a TPACK-based framework for technology integration in PE that prioritizes pedagogical goals over technological capabilities.