Digital technology in physical education: a systematic review of research from 2009 to 2020

Publikation: Beiträge in ZeitschriftenÜbersichtsarbeitenForschung


Digital media is currently one of the defining topics in discussions about schools and teaching. In this context, there has been a wide range of research in physical education (PE) in areas such as health, gamification, and wearable technologies. This raises the question of the goals pursued by empirical studies regarding the use of digital media in PE. The present systematic review provides an overview of the state of research in English and German on the use of digital media in PE. To this end, the included studies were those published between 2009 and 2020 in journals or edited volumes or as dissertations. They were found in relevant databases, selected based on criterion-guided screening, and transferred to the synthesis. Overall, this systematic review presents the possibilities and limitations of digital media in PE and highlights the goals regarding the use of digital media in PE that are pursued by empirical studies in the categories of physical, cognitive, social, affective, and school framework conditions. While benefits from the usage of digital media in PE—such as in terms of motivation or improving sport-specific motor capabilities and skills—were identified, barriers regarding the preparation of PE teachers were also found. More specifically, the benefits of using digital media to achieve PE-related goals were in the foreground in many of the selected studies. However, only a few specifically addressed learning via media, including topics such as data protection and the effect that viewing images has on students’ self-concepts.
Titel in ÜbersetzungDigitale Medien im Sportunterricht: ein systematischer Review über die Forschung von 2009 bis 2020
ZeitschriftGerman Journal of Exercise and Sport Research
Seiten (von - bis)504-528
Anzahl der Seiten25
PublikationsstatusErschienen - 01.12.2022

Bibliographische Notiz

Leuphana Universität Lüneburg

Publisher Copyright:
© 2022, The Author(s).