2026, Vol. 13, Issue 1, Part A

The use of digital technologies in teaching and learning has expanded through almost all subjects, including PE. Digital technologies such as fitness applications, video analysis tools and learning platforms have become increasingly available, but the extent to which these tools are being used in school PE largely relates to teacher acceptance. This study intended to examine the adoption and acceptance of digital technology in the school-based teaching of physical education via the Technology Acceptance Model (TAM) using a non-experimental, descriptive survey research design. Quantitative data were collected from 94 school physical education teachers using a questionnaire. The questionnaire was designed to measure perceived usefulness, perceived ease of use, attitude, and behavioral intention to adopt digital technology. Descriptive statistics were computed for the description of teachers' perceptions, and Pearson correlation coefficients were computed for the description of the relationships between the TAM variables. Overall, teachers perceived that digital technologies could help them instruct, engage, and assess within physical education. Teachers' digital literacy related positively to their attitude toward technology use. In addition, teachers' perceived usefulness of technology had a positive effect on their behavioral intention, and perceived ease of use had a positive effect on teachers' attitude toward technology use. The teachers' attitude was a meaningful predictor of the intention to adopt technology for teaching physical education. This together with the need for professional development, user-friendly technologies and institutional support are essential for the integration of technology into physical education in school contexts. This research has implications for educators, policymakers, and school administrators seeking to improve digital use in physical education settings.