Physical Education has continually adapted to meet the needs of students. Over the years, our subject has evolved from military drills and traditional gymnastics to competitive sport, and more recently to a focus on physical literacy, wellbeing and holistic development. As Physical Education teachers, we are no strangers to change. New concepts, new approaches and ever changing educational priorities continue to shape what and how we teach.
The next challenge, digital technology, is at the centre of an ongoing discussion between innovation (the future) and the physical nature of our subject (the past and present). I personally believe technology integration is something we should be aiming to achieve. I also know first-hand how difficult this is to do, even when working in an Apple Distinguished School where technology is embedded throughout. Students learn with devices daily, teachers are expected to utilise digital tools effectively, and innovation is actively encouraged… but how do we do that meaningfully in Physical Education without losing movement minutes?
Interestingly, at the start of last year, I found myself sitting in a professional development session feeling slightly uncomfortable. Heads of Department had been asked to share examples of how technology was being used within their subject areas. Other departments showcased examples of digital learning, collaboration tools, assessment platforms and innovative classroom practice. Then it was my turn! I had examples. We were using technology. However, compared to many other curriculum areas, our contribution felt limited. I left the session with the feeling that Physical Education was falling behind.
The following week, lesson observations reinforced this feeling. Feedback highlighted increasing the use of purposeful technology in lessons should be a priority. As a Physical Education teacher and Head of Department, I started to reflect. We had the resources. Our students had the skills. Technology was ingrained in our school ethos. As a leader, I believed this was the way forward. So why, in reality, was there such a disconnect?
This became the starting point for my research project, which explored Physical Education teachers’ views on digital technology in lessons. The small-scale research project was part of my MA in Education at Buckingham University.
What I Expected to Find
Most research suggests teachers view technology positively whilst recognising potential drawbacks. Technology can support personalised learning, provide immediate feedback and enhance student engagement.
Going into the project, I expected responses similar to the literature. However, rather than providing clarity, the findings reinforced the dilemma: movement vs technology.
The Surprising Discovery
The most significant finding was Physical Education teachers’ overall perception of technology, which was more negative than positive. Teachers acknowledged the potential benefits of technology, but concerns consistently outweighed enthusiasm. Responses focused on the reduction of physical activity time and distraction from movement, increased screen exposure and the potential negative impact on health and wellbeing.
What surprised me most was that these were not complaints about technology itself; they were concerns about protecting the purpose of Physical Education. Overall, there was a belief that technology could potentially undermine the very thing that makes our subject unique, learning through movement.
What Technology Are PE Teachers Actually Using?
Another interesting finding was how technology use remains limited within Physical Education, even in a school where technology is a core principle of teaching and learning.
Despite the wide range of tools available, teachers reported relying on a small number of familiar approaches, including learning management systems, presentation software and video analysis. More innovative technologies, such as artificial intelligence and augmented reality, were not used by any members of the department.
This suggests that whilst Physical Education teachers are using technology, they are doing so cautiously and selectively. Technology appears to be supporting existing practice rather than transforming it.
Teacher-Centred or Student-Centred?
Another theme that emerged from my research project was how technology is used. The majority of examples were teacher-centred: delivering content, providing resources and recording assessments. Student-centred uses such as collaboration, research, self-assessment and peer assessment were present but significantly less common.
This raised another question for me – are we using technology because it genuinely improves learning, or because we feel we should?
Can We Embrace Technology Without Losing Movement?
One participant described digital technology in Physical Education as a ‘gimmick’. This one word stood out. Initially, I disagreed. Technology is embedded in almost every aspect of modern life; to me, describing it as a ‘gimmick’ suggests that it adds limited value within a Physical Education environment.
However, with reflection, I realised this statement deserved consideration. As PE teachers, we should not integrate technology simply because it exists, nor should we avoid it because it feels unfamiliar.
Many teachers understand the benefits of technology and are capable of integrating it effectively. However, Physical Education teachers face a unique challenge: incorporating technology without losing the key aspect of learning through the physical.
Perhaps this is where the tension lies?
Looking Forward
I still believe technology has a place within Physical Education. As educators, we need to be forward-thinking and willing to embrace new ideas that prepare students for the future.
However, this project changed my perspective. Before conducting the research, I assumed that if technology was not being used more frequently, teachers simply needed more support, training or encouragement.
Now I am not so sure. Perhaps Physical Education teachers are not resisting technology; instead, we are protecting what matters most. Movement matters, practical learning matters.
The challenge is not convincing Physical Education teachers to use more technology. The challenge is helping teachers identify where technology can enhance learning and where it is just an add-on. It is important to remember that we are incorporating technology into Physical Education, not trying to make technology lessons physical.
The focus should remain on learning through movement, enhanced by technology where appropriate. Therefore, the most effective use of technology in Physical Education may not be the most advanced, innovative or impressive.
Instead, it may be the simplest, a short video that improves feedback or a digital assessment that increases student ownership.
As Physical Education continues to evolve, perhaps our goal should not be choosing between movement and technology but instead understanding how to combine both without compromising either.Hopefully, in the future, we can move beyond the debate of movement versus technology and instead focus on movement with technology.
Reflective questions:
- Who is benefiting most from technology: you, the teacher, or your students?
- Is it improving organisation for you, or improving learning for them?
- If technology were completely removed or made compulsory in every lesson tomorrow, would student learning be any different?
- What would your students gain or lose?
- What is one small change you could make next week that moves practice from ‘movement versus technology’ to ‘movement with technology’?
- Rather than looking for the latest innovation, try a student-led task or assessment using a short video or QR code. Remember to think about how you transition students into and out of using the technology.
Responses