ANNOTATED BIBLIOGRAPHY: SOURCES 9-15 1
Annotated Bibliography: Sources 9-15
Jack Wardlaw
School of Education, Liberty University
Author Note
Jack Wardlaw
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Jack Wardlaw
Email: [email protected]
ANNOTATED BIBLIOGRAPHY: SOURCES 9-15 2
Topic: The Impact of Technology Integration in Physical Education
Anthony, J. (2024). Influence of Technology Integration in physical education on student
engagement and Fitness Outcomes in American Schools. International Journal of
Physical Education, Recreation and Sports, 2(4), 15–25.
https://doi.org/10.47604/ijpers.2957
The article investigates the blending of technology and student engagement in physical
education (PE) for fitness. He assesses blended learning success in PE (fitness apps, wearables,
virtual PE) considering the digital age (or not). He observes that students who use technology to
monitor progress and assess stats are engaged and empowered to develop long-term sustainable
workout regimens. Goal setting and real-time feedback are researched as positive for
performance relative to geriatric-based endurance and cardiac fitness. However, he observes that
shortcomings exist due to non-equitable access; PE programs of schools in more affluent areas
have more technology-driven opportunities than those with less access or funding. In the end, he
concludes that while blended learning integration positively impacts student engagement, the
blended approach requires equity of access for all. This article will be referenced in the Benefits
of Technology in PE section for the statistical support of increased student activity and faster
achievement of fitness goals. It'll also be referenced in the Equality and Access/Opportunity of
Technology Integration portions.
Bailey, R., Cope, E. J., & Parnell, D. (2019). Realizing the benefits of sports and physical
activity: The human capital model. Quest, 71(4), 401-420.
According to Bailey, Cope, and Parnell, the human capital model connects theoretically
to how sport and physical activity emerge through cognitive, social, and emotional development.
ANNOTATED BIBLIOGRAPHY: SOURCES 9-15 3
Thus, support for in-school physical education is compounded through the expectation that
improved gaming skills acquired in complementary in-school physical education through games
either promote excellence or encourage transferable motivation to in-school academic
participation. For example, games taught in school render students better equipped to play
independently when Teaching Non-Participants is attempted digitally; structured online
gameplay can enhance real-time observational assessment through criterion-referenced
assessments. Ultimately, as much as physical educators rely on digital manifestations as part of
their gameplay, the transference to in-school academics helps with independent assessments in
class and independent displays of learning for self-determined gameplay. However, this is
successful only if the Teachers for Women learn to tactfully use digital resources to enhance
gameplay, not to substitute gameplay; thus, there is also a need for Teacher for Women
professional development. This source will theoretically substantiate the "Learning Theory
Association" section as it will provide information about technology's connection to anticipated
theories of learning relative to healthful physical development and motivational techniques.
Casey, A., Goodyear, V. A., & Armour, K. M. (2017). Digital technologies and learning in
physical education: Pedagogical cases. Routledge.
A series of case studies regarding digital resources in the physical education classroom
compiled by Casey, Goodyear, and Armour reflect upon a few different findings. These authors
realize how educators see technology related to resources already available through increased
engagement and assessment opportunities, or implied instructional opportunities. For example,
some cases studied are based on digital coaching, some video feedback for skill development,
ANNOTATED BIBLIOGRAPHY: SOURCES 9-15 4
and global wearable technology relative to fitness assessment. However, the authors find that
without pedagogical change, integrated technology is not a benefit. Therefore, educators must
better position themselves relative to a non-teacher-centered approach, as digital resources
should not promote them as the lecturer. However, problems still reside. Many PE educators are
digitally uneducated, and equity of devices within the school is nonexistent to ensure everyone
has access. Ultimately, the authors feel that integration can be effective if there are pedagogical
strategies to teach integration. This source will be useful in a few particular places: additions,
future research, recommendations, and gaps in the research. It appears to acknowledge the
benefits of applying to practice and the challenges of applying to practice.
Chen, S., Kim, Y., & Gao, Z. (2020). The effects of exergaming on students’ motivation in
physical education. Journal of Teaching in Physical Education, 39(1), 47-55.
https://doi.org/10.1038/s41598-024-57357-8
"Gaming on the Move: The Effects of Exergaming on Student Motivation in Physical
Education," discusses how exergaming (video games based on physical motion) influences
student motivation in PE as well. Ultimately, exercising while gaming is exciting and fun since
physical exertion becomes more engaging and competitive; the authors note that aspects of
gamification (points, goals, leaderboards, etc.) encourage student engagement. Likewise,
exergaming is positive for less-coordinated students who may feel overwhelmed in a traditional
PE space, as it gives them different opportunities to engage. Yet the authors caution that these
same students may find it challenging to engage in real-world exercise situations upon
graduation, as they've never been exposed; therefore, exergaming should be an option, but not
the only option for group engagement. Perhaps a blended strategy to PE would be best. This
ANNOTATED BIBLIOGRAPHY: SOURCES 9-15 5
source supports the "Advantages of Technology in PE" section as it focuses on exergaming as a
means to increase student effort and participation.
Enright, E., & Gard, M. (2018). Physical education, digital technologies, and learning: A critical
perspective. European Physical Education Review, 24(1), 79-95.
https://doi.org/17408989.2015.1043258
Enright and Gard discuss whether technology complicates learning even more. They
question if digitally-enhanced physical education is truly that or merely another way to
complicate barriers—digitally disconnecting people more. They acknowledge the advantages
technology can facilitate the measurement of performance and providing digital feedback over
time but they feel like so many young people are on screens already; adding to the fray might
take away from learning more. Ultimately, their research champions a more in-person reality as
the goal of physical education, and technology should only be utilized when feasible, per a case-
by-case assessment with equity of access in mind. Yet with digital inequity an issue not only in
society but in the physical education classroom of the 21st century, it might confuse students
more than ever if it's attempted. Where you will use it in the paper: This source will supplement
the gaps in research to refute the claims of digital technology being a positive influence on PE,
and it contains findings about limitations and disadvantages as well.
Mokmin, N. A., & Rassy, R. P. (2022). Review of the trends in the use of augmented reality
technology for students with disabilities when learning physical education. Education
and Information Technologies, 29(2), 1251–1277. https://doi.org/10.1007/s10639-022-
11550-2
ANNOTATED BIBLIOGRAPHY: SOURCES 9-15 6
Mokmin and Rassy evaluate AR technology that allows disabled students to engage in
PE. Findings indicate that learning with AR increases accessibility for individuals with moderate
physical abilities to partake in adapted physical activity successfully. The research includes the
implementation of different types of AR, including motion capture devices, gamifying via fitness
competitions, and virtual sports that carry over into the classroom. The implications for future
research state that when technology is effective as a mean, students will be able to do the same in
real-life activities presented in PE, meaning greater participation and subsequent feelings of self-
efficacy. This will continue the inclusive and accessible argument in the Technology in PE
section.
Wallace, J., Scanlon, D., & Calderón, A. (2022). Digital technology and teacher digital
competency in Physical Education: A holistic view of teacher and student perspectives.
Curriculum Studies in Health and Physical Education, 14(3), 271–287.
https://doi.org/10.1080/25742981.2022.2106881
This study considers teacher digital competence in PE, which assesses teacher
effectiveness given a technology-assessed learning environment. It reveals that ineffective use of
digitally integrated tools exists without proper professional development or institutions offered.
Limitations include a reliance on no tech with older or more veteran teachers, access to few
tools, and the digital divide in higher and lower socioeconomic schools. Use in Paper: This
article will be used in the "Learning Theory Association" and "Gaps in the Research" sections as
it acknowledges that without teacher training, technology cannot be used effectively.
