This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Wintle J. (2019). Digital technology in physical education: global perspectives. Sport, Education and Society, 24 (6), 665-667.10.1080/13573322.2019.1618103Search in Google Scholar
Wyant J. & Baek J.H. (2018). Re-thinking technology adoption in physical education. Curric. Stud. Health Phys. Educ., 10, 3–17.10.1080/25742981.2018.1514983Search in Google Scholar
Sargent J. (2017). Digital technologies and learning in physical education: Pedagogical cases. Digital Technologies and Learning in Physical Education: Pedagogical Cases, 3322, 1–264.Search in Google Scholar
Palička P., Jakubec L., Zvoníček J. (2016). Mobile apps that support physical activities and the potential of these applications in physical education at school. Journal of human sport & exercise, 11 (1), 176 - 194.10.14198/jhse.2016.11.Proc1.08Search in Google Scholar
Robinson D.B. & Randall L. (2017). Gadgets in the gymnasium: physical educators’ Use of digital technologies. CJLT/RCAT, 43 (1), 1-21.Search in Google Scholar
Steinberg C., Zühlke M., Bindel T. & Jenett F. (2020). Aesthetic education revised: acontribution to mobile learning in physical education. Ger. J. Exerc. Sport Res.,50, 92–101.10.1007/s12662-019-00627-9Search in Google Scholar
Bodsworth H. & Goodyear V.A. (2017). Barriers and facilitators to using digital technologies in the cooperative learning model in physical education. Physical Education and Sport Pedagogy, 22, 563-57910.1080/17408989.2017.1294672Search in Google Scholar
Cohen D.D., Voss C. & Sandercock G.R. (2015). Fitness testing for children: Let’s mount the zebra! J. Phys. Act. Health, 12, 597–603.10.1123/jpah.2013-0345Search in Google Scholar
Vazou S., Mischo A., Ladwig M.A., Ekkekakis P. & Welk G. (2019). Psychologically informed physical fitness practice in schools: A field experiment. Psychol. Sport Exerc., 40, 143–151.10.1016/j.psychsport.2018.10.008Search in Google Scholar
Legrain P., Gillet N., Gernigon C. & Lafreniere M.A. (2015). Integration of information and communication technology and pupils’ motivation in a physical education setting. Journal of Teaching in Physical Education, 34 (3),384-401.10.1123/jtpe.2014-0013Search in Google Scholar
Østerlie O. & Mehus I. (2020). The impact of flipped learning on cognitive knowledge learning and intrinsic motivation in norwegian secondary physical education. Educ. Sci., 10(110), 1-16.Search in Google Scholar
Hsiao H.-S. & Chen J.-C. (2016). Using a gesture interactive game-based learning approach to improve preschool children’s learning performance and motor skills. Comput. Educ., 95,151–162.10.1016/j.compedu.2016.01.005Search in Google Scholar
Alhamdi M.M.H., Salih S.B. & Abd Aljalee A.M. (2019). The impact of learning technology on some motor skills of deaf and mute students in comparison with healthy students, Indian. J. Public Health Res. Dev., 10, 828–831.Search in Google Scholar
Lauer E.E., Martin S.B. & Zakrajsek R.A. (2019). iSCORE: Using technology and imagery to enhance performance of closed motor skills. Strategies, 32, 19–24.10.1080/08924562.2019.1584068Search in Google Scholar
Melton B., Bland H., Harris B., Kelly D. & Chandler K. (2015). Evaluating a physical activity app in the classroom: A mixed methodological approach among university students. Phys. Educ., 72, 601–620.Search in Google Scholar
Lee J. F. & Gao Z. (2020). Effects of the iPad and mobile application integrated physical education on children’s physical activity and psychosocial beliefs. Physical Education and Sport Pedagogy, 25 (6), 567-584.Search in Google Scholar
Casey A., Goodyear V.A. & Armour K.M. (2017).Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport Educ. Soc., 22, 288–304.10.1080/13573322.2016.1226792Search in Google Scholar
Palao J.M., Hastie P.A., Cruz P.G. & Ortega E. (2015). The impact of video technology on student performance in physical education. Technology, Pedagogy and Education, 24 (1), 51-63.10.1080/1475939X.2013.813404Search in Google Scholar
Koekoek J., van der Mars H., Walinga W. & Hilvoorde I. (2018). Aligning digital video technology with game pedagogy in physical education. Journal of Physical Education Recreation & Dance, 89 (1), 13-22.10.1080/07303084.2017.1390504Search in Google Scholar
Juditya S., Suherman A., Rusdiana A., Nur L., Agustan B. & Zakaria D.A. (2020). Digital teaching material “POJOK”: One of the technology based media in physical education. Learning International Journal of Psychosocial Rehabilitation, 24 (10), 1774-1784.Search in Google Scholar
Paraskevaidis P. & Fokides E. (2020). Using 360˚ videos for teaching volleyball skills to primary school students. Open Journal for Information Technology, 3 (1), 21-38.10.32591/coas.ojit.0301.03021pSearch in Google Scholar
Chang K.E., Zhang J., Huang Y. S., Liu T.C. & Sung Y. T. (2019). Applying augmented reality in physical education on motor skills learning. Interactive Learning Environments, 28 (2), 1-13.Search in Google Scholar
Quintas-Hijós A., Peñarrubia-Lozano C. & Bustamante J.C. (2020). Analysis of the applicability and utility of a gamified didactics with exergames at primary schools: Qualitative findings from a natural experiment. PLoS ONE, 15(4), 1-27.10.1371/journal.pone.0231269Search in Google Scholar
Hartwig T.B., del Pozo-Cruz B., White R.L., Sanders T., Kirwan M., Parker P.D. et. al. (2019). A monitoring system to provide feedback on student physical activity during physical education lessons. Scand. J. Med. Sci. Sports., 29, 1305–1312.10.1111/sms.13438Search in Google Scholar
Enright G., Gyani A., Raadsma S., Allman-Farinelli M., Rissel C., Innes-Hughes C., et al. (2016). Evaluating factors influencing the delivery and outcomes of an incentive-based behaviour change strategy targeting child obesity: protocol for a qualitative process and impact evaluation. BMJ Open, 6 (12),1-10.10.1136/bmjopen-2016-012536Search in Google Scholar
Friskawati G.F., Karisman V.A. & Stephani M.R. (2019). Analyzing the challenges to using technology in physical education. Advances in social science, Education and Humanities Research, 407,15-17.Search in Google Scholar
Lambert C. (2016). Technology has a place in physical education. Journal of Physical Education, Recreation & Dance, 87 (9), 58–60.10.1080/07303084.2016.1227200Search in Google Scholar
Lindberg R., Seo J. & Laine T.H. (2016). Enhancingphysical education with exergames andwearable technology. IEEE Transactions on Learning Technologies, 9 (4), 328-341.10.1109/TLT.2016.2556671Search in Google Scholar
Zhu X. & Dragon A.L. (2016). Physical activity and situational interest in mobile technology integrated physical education: A preliminary study. Acta Gymnica, 46 (2), 59–67.Search in Google Scholar
Luptáková G. & Monten B.A. (2017). Collaborative learning with applicationof screen-based technology in physical education. J. Sports Sci. Med., 6 (2), 49–56.Search in Google Scholar
Kretschmann R. (2017). Employing tablet technology for video feedback in physical education swimming class. Journal of E-Learning and Knowledge Society, 3(2), 103-115.Search in Google Scholar
Ashanin V., Filenko L., Pasko I.V., Tserkovna A.O., Filenko I., Poltoratskaya I.A. et al.. (2018). Implementation practices of the Rugby-5 into the physical education of schoolchildren 12-13 years old using information technology. Journal of Physical Education and Sport, 18(2), 762–768.Search in Google Scholar
Glapa A., Grzesiak J., Laudanska-Krzeminska I., Chin M.K., Edginton C. R., Mok M.M.C. et al. (2018). The impact of Brain Breaks classroom-based physical activities on attitudes toward physical activity in polish school children in third to fifth grade. Int. J. Environ. Res. Public Health, 15, 368.-379.10.3390/ijerph15020368Search in Google Scholar
Potdevin F., Vors O., Huchez A., Lamour M., Davids K. & Schnitzler C. (2018). How can video feedback be used in physical education to support novice learning in gymnastics?Effects on motor learning, self-assessment and motivation. Physical Education and Sport Pedagogy, 23 (6), 559-574.10.1080/17408989.2018.1485138Search in Google Scholar
Williams L., Martinasek M., Carone K. & Sanders S. (2020). High school students’ perceptions of traditional and online health and physical education courses. J. Sch Health., 90, 234-244.10.1111/josh.12865Search in Google Scholar
Vega-Ramírez L., Notario R.O. & Ávalos-Ramos M.A. (2020). The relevance of mobile applications in the learning of physical education. Educ. Sci., 10, 329.-340.10.3390/educsci10110329Search in Google Scholar
Greve S., Thumel M., Jastrow F., Krieger C., Schwedler A. & Süßenbach J. (2020). The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging. Physical Education and Sport Pedagogy, 25(1),1-16.Search in Google Scholar
Kok M., Komen A., van Capelleveen L. & van der Kamp J. (2020). The effects of self-controlled video feedback on motor learning and self-efficacy in a Physical Education setting: an exploratory study on the shot-put. Physical Education and Sport Pedagogy, 25 (1), 49-66.10.1080/17408989.2019.1688773Search in Google Scholar
Zhou S. (2020). On the application and development of modern information technology in physical education. J. Phys.: Conf. Ser., 1648(3),1-5.10.1088/1742-6596/1648/3/032051Search in Google Scholar
Sheng L. (2020). Research on application effect in physical education teaching based on computer-aided technology. J. Phys.: Conf. Ser., 1648(2), 1-5.10.1088/1742-6596/1648/2/022144Search in Google Scholar
Hinojo Lucena F.J., Belmonte J.L., Cabrera A.F., Torres J.M.T. & Sánchez S.P. (2020). Academic effects of the use of flipped learning in physical education. Int. J. Environ. Res. Public Health, 17, 1-14.Search in Google Scholar
Segura-Robles A., Fuentes-Cabrera A., Parra-González M.E. & López-Belmonte J. (2020). Effects on personal factors through flipped learning and gamification as combined methodologies in secondary education. Front. Psychol., 11: 1-8.Search in Google Scholar