Pros and Cons of Using Technology in PE
As future Physical and Health Education teachers, we are preparing to teach a subject grounded in movement, relationships, and lived experiences. Through our link-to-practice placements and previous coaching experiences, we have witnessed both the benefits and the challenges that technology can bring into gyms, fields, and studios.
Technology is already part of today’s classrooms. The real question is not whether it belongs in Physical and Health Education, but how it can be used thoughtfully without taking away from movement, inclusivity, and meaningful learning experiences. PHE is one of the few areas in school where students are fully engaged with their bodies. Because of this, we have a responsibility to ensure that any use of technology supports, rather than replaces, those embodied learning opportunities.
Feel free to watch the video below or continue reading the blog post to explore this topic further.
Technology in Physical and Health Education
As future Physical and Health Education (PHE) teachers, we need to think carefully about how technology fits into movement-based learning. Technology is already present in schools, but in a subject centred on physical activity and embodied learning, it should support movement rather than replace it.
One of the most effective uses of technology in PHE is in assessment and feedback. Tools such as video recordings allow students to watch their own performance and compare it to the success criteria. This can help students identify specific areas for improvement and make immediate adjustments. When students are able to see their own movement and reflect on it, feedback becomes more meaningful, and learning becomes more visible.
Technology can also support inclusion and differentiation. Short instructional videos, translation tools, or digital task cards can help students access instructions at their own pace. For students who miss a class or require additional processing time, replayable demonstrations can build confidence before participating in the activity.
At the same time, technology must be used carefully. Devices can easily become distractions and reduce active movement time if they are not integrated thoughtfully. In a subject where participation and physical literacy are priorities, screens should only be used when they clearly enhance learning.
Ultimately, technology has value in PHE when it strengthens feedback, supports diverse learners, and helps students reflect on their progress. As educators, our goal is to use digital tools intentionally while protecting what makes Physical and Health Education unique: movement, connection, and active learning.
References
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Casey, A., Goodyear, V. A., & Armour, K. (2017). Digital technologies and learning in physical education: Pedagogical cases. Routledge.
CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Immediate video feedback in PE. (n.d.). YouTube. https://www.youtube.com/watch?v=CHjH8TmC9kg
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge
PhysEd Q & A. (n.d.). How do you integrate technology into PE class [Video]. YouTube. https://www.youtube.com/watch?v=IQtHeBSYrGA
Potdevin, F., Berthoin, S., & Gerbeaux, M. (2018). Effects of video feedback on motor skill learning in physical education. Journal of Teaching in Physical Education, 37(2), 1–10. https://hal.science/hal.pdf
WELNET. (n.d.). WELNET: 21st century technology for physical education [Video]. YouTube. https://www.youtube.com/watch?v=quVCwiI3w1o