Background/Objectives: Digital health technologies may support physical activity participation among people with disabilities, yet their adoption remains limited because of accessibility, usability, and implementation barriers. This study examined factors associated with the intention to adopt digital health technologies for physical activity among people with disabilities using an integrated Technology Acceptance Model–Theory of Planned Behavior framework. Methods: Data were collected from 362 individuals with physical, visual, or hearing impairments who participated in community-based sports programs in South Korea. Structural equation modeling (SEM) was used to test the integrated model, and indirect effects were examined using bias-corrected bootstrapping. Results: The final model showed acceptable fit. Perceived ease of use was positively associated with perceived usefulness, and both perceived ease of use and perceived usefulness were positively associated with attitude and perceived behavioral control. Attitude and subjective norm were positively associated with intention to adopt digital health technologies, whereas perceived behavioral control showed a significant inverse association. Perceived usefulness and perceived ease of use were indirectly associated with intention primarily through attitude. Conclusions: The integrated framework provided a useful, although incomplete, explanation of digital health technology adoption intention among people with disabilities and suggests that perceived control may operate differently in disability-related digital health contexts. Adoption strategies should emphasize perceived benefits, positive user evaluations, accessible design, social support, and implementation conditions that reduce structural barriers to physical activity and health management.

Background/Objectives: This study applies an Extended Theory of Planned Behavior, integrating parenting stress to examine factors influencing parental intentions to participate in health promotion programs for children with disabilities. Methods: Data (n = 345) were collected and analyzed using Structural Equation Modeling. Results: Results indicated that parenting stress affects intention indirectly through subjective norms and perceived behavioral control, with attitude playing a limited mediating role. Significant indirect effects were found from the child domain via attitude, and from the parent domain via both subjective norms and perceived behavioral control, while the sequential double-mediation pathway was not significant. Conclusions: These findings highlight the importance of addressing both social expectations and perceived capability in program design, alongside strategies to reduce structural barriers and enhance psychological and social support. Implications for culturally responsive interventions and the integration of action planning are presented.

This study examined a maker-based approach to sustainable digital education in physical education (PE) through a laser-shooting program implemented over a three-year period (2022–2024). While prior studies have largely focused on short-term maker-based PE interventions, less is known about how such practices are refined, stabilized, and diffused across school contexts over time. Using a qualitative case study design, data were collected from lesson plans, instructional artifacts, implementation records, field notes, and semi-structured interviews with five PE teachers, and analyzed using inductive thematic analysis. The findings suggest that, according to teachers’ accounts and classroom documentation, the program was perceived to reduce barriers to participation, diversify student roles, and improve instructional feasibility in indoor PE settings. Over time, the program evolved into a stable and adaptable instructional approach aligned with sustainable digital education, integrating physical computing into embodied learning environments. Diffusion occurred through teacher agency within informal professional networks and institutional training contexts. These findings highlight the potential of maker-based PE as a sustainable digital education approach that may support context-responsive participation, instructional adaptability, and professionally scalable innovation in school PE, with possible relevance for inclusive physical education contexts.

Background/Objectives: Parenting stress and life satisfaction are important indicators of family well-being and parent mental health in families of children with disabilities. However, limited empirical attention has been given to how these outcomes differ among parents whose children receive adapted physical activity (APA) services within South Korea’s Developmental Rehabilitation Service system. This cross-sectional study examined subgroup differences in parenting stress and life satisfaction according to sociodemographic, disability-related, and service-utilization characteristics among parents of children receiving APA services. Methods: Data were collected from 295 parents of school-aged children with disabilities enrolled in APA services at child development centers. Welch-type tests, Welch’s ANOVA or one-way ANOVA, Pearson correlation analyses, Benjamini–Hochberg FDR adjustment, and supplementary analyses of covariance (ANCOVA) were used to examine group differences and the stability of selected associations after adjustment for prespecified covariates. Confirmatory factor analysis and gender-based measurement invariance testing were also conducted for the adapted parenting stress scale. Results: Parenting stress subdomains were positively correlated with one another (r = 0.19–0.53) and negatively correlated with life satisfaction (r = −0.28 to −0.40). Female parents reported higher social and psychological stress than male parents. Household income showed the largest association with economic stress, and significant differences were also observed according to parental age, education level, disability severity, and selected service-utilization characteristics. Some associations remained after ANCOVA adjustment, whereas others were attenuated or emerged only after adjustment. Conclusions: The findings indicate subgroup differences in parenting stress and life satisfaction among parents of children receiving APA services. Because the study used a cross-sectional, self-reported design with convenience sampling and an adapted instrument, the results should be interpreted as preliminary associative evidence rather than evidence of causal or service-specific effects. Future longitudinal, comparative, and service-level research is needed to clarify how APA service contexts relate to caregiver well-being over time.

Introduction: Digital technologies in school physical education (PE) may broaden participation and social interaction, particularly for students marginalized in traditional sport-based PE. However, qualitative evidence remains limited regarding how technology-based team sports such as drone soccer shape students' motivational and relational experiences and how teachers' pedagogical practices evolve during implementation. This study examined how a school-based drone soccer program shaped students' motivational and relational experiences in PE, with particular attention to sport-marginalized students. It also explored changes in teachers' pedagogical practices and beliefs. Methods: A qualitative multiple-case study design was employed to examine commonalities and contrasts across two school contexts. The drone soccer program was implemented as part of a district-led digital PE initiative in one girls' and one boys' middle school in Busan, South Korea. The program followed a standardized curriculum and was delivered over 6 weeks, with 1 weekly session consisting of two consecutive class periods (12 class periods total). Data were generated through semi-structured interviews with six purposefully selected students and three teachers, field observations, and document analysis, and were analyzed using inductive category analysis with cross-case comparison. Results: Across both schools, learning progressed from basic drone-control training to role-differentiated gameplay and preparation for an inter-school tournament, creating multiple participation pathways through differentiated roles. In the girls' school, initial anxiety and hesitant participation shifted toward supportive peer interaction and a student-led practice culture. In the boys' school, an initially competition-oriented climate evolved into more deliberate teamwork and strategy sharing. In both contexts, sport-marginalized students assumed core roles and reported increased engagement, enhanced perceived competence and self-efficacy, and stronger peer connections through sustained collaboration and shared goals. Teachers described an expanded instructional orientation toward technology-integrated and more inclusive PE, emphasizing role design, scaffolding, and team processes. Conclusions: Drone soccer appears to offer a feasible “high-tech, high-touch” team-based PE approach that may enhance motivational quality, belonging, and socially meaningful participation, particularly for sport-marginalized students, while supporting shifts toward more inclusive and technology-integrated pedagogical practices. Conceptually, the findings suggest that redesigning participation structures through role differentiation may broaden legitimate forms of contribution in school PE.