Bridging the Gap: A Meta Analysis of Digital Competence for Physical Education in the Technology Era

The second thrust of the Digital Education Policy (DEP) 2023 demand teachers striving to effectively implement teaching and learning through integrated, creative, and innovative use of digital technology. The lack of digital knowledge will limit teacher’s effort to provide quality education to students. Digital competence among teachers is becoming increasingly important, including in the subject of Physical Education (PE). While PE is typically linked to physical activities, sports and outdoor teaching, the demand for the use of technology in teaching psychomotor skills is increasing. Studies show that the integration of technology in PE can enhance student motivation, teaching effectiveness, and motor skill achievement. However, the level of digital competence among PE teachers is still inconsistent and faces various constraints. This conceptual paper synthesizes 9 indexed journal articles published between 2020 and 2025 on PE teachers’ digital competence, analyses methodological and contextual gaps, and proposes an integrative conceptual framework linking teachers’ digital competence to students’ psychomotor learning outcomes. The findings indicate (i) competence levels are generally low to moderate, (ii) most studies rely on self-report surveys, (iii) significant barriers persist, including inadequate training, resources limitations, and institutional support gaps, and (iv) visual interactive tools such as video-analysis apps, augmented reality, and wearables are most effective for movement feedback. The proposed framework highlights four elements which are ongoing professional development, digital pedagogical knowledge, school resources, and teacher self-efficacy as prerequisites for successful technology-enhanced psychomotor instruction in physical education. Practical implications and future research directions are discussed.