Technology-Enhanced Pedagogical Models In Physical Education: A Systematic Review

Abstract

Background: The literature is scattered and digital technologies are increasing in physical education (PE). A synthesis that goes beyond technology, and focuses on pedagogical models, is needed to facilitate proper implementation based on evidence.

Objective: This systematic review aimed to provide a Technology-Enhanced Pedagogy in Physical Education (FTEP-PE) derived from the literature on technology-enhanced pedagogical models (TEPMs) in PE (2020 - February 2026).

Methods: The search was performed using the SciSpace Deep Search, SciSpace Full Text Search, Google Scholar and PubMed databases, according to PRISMA 2020 reporting standards. Of the 1107 records found, 607 were excluded before screening, 500 were screened, 249 reports assessed and 199 studies were retained for synthesis. Parameters extracted included publication characteristics, educational context, study design, type of TEPM, type of technology, and conditions for implementation. An adapted version of ROBINS-I was used to assess risk of bias.

Results: Nine TEPM categories were obtained, with the top three being blended learning (22.6%), flipped classroom (19.1%) and AI-assisted instruction (17.6%). Motor outcomes (68 studies) revealed small-to-moderate effects (median d=0.42); 89 studies reported motivation outcomes; knowledge outcomes (74 studies) revealed medium-to-large effects (median d=0.63). Factors that posed the most significant problems for implementation in the 112 studies were balance of screen time (42.9%), inequitable access (48.2%), and lack of professional development (59.8%).

Conclusions: Technology is a tool for pedagogical purposes when combined with ongoing teacher preparation, access, adaptation, intentional feedback and active learning. The resulting FTEP-PE framework can be used as six design principles for educators and researchers.