The use of digital technologies to support learning in physical education (PE) has grown in recent years. However, little is known about what teachers think when PE meets technology in the digital era. The purpose of this descriptive study was to use a carefully constructed, face-validated, and pilot-tested web survey to identify PE teachers’ willingness and barriers to integrating digital technology in their lessons. A total of 265 PE teachers returned completed surveys. The results showed a widespread interest in the use of digital technology in the school context, as well as in promoting the transfer of learning to the out-of-school context. Also, PE teachers expressed some reasons for interest in its use related to (a) learning and assessment, (b) physical activity, (c) teaching support, (d) communication with families and (e) teamwork among students inside and outside the class. In contrast to these interests and attitudes, teachers identified five major barriers that might be limiting the introduction of digital technology in PE: (a) not having sufficient access to technological resources, (b) not having received the necessary training to use it effectively, (c) lack of institutional support, (d) lack of time to effectively introduce it and (f) students’ data privacy. The findings of this study suggest the implementation of measures that can address the identified barriers to facilitate the incorporation of digital technology in PE. Understanding teachers' perceptions regarding the delivery of digital technology in schools may help guide future research and policy to support digital technology in PE lessons.

Objective. This review synthesized the currently available literature on the effects of family-based interventions using smartphone apps on youth physical activity. Design. Systematic review. Data Sources. 1037 studies from eight databases were retrieved. Eligibility Criteria for Selecting Studies. The seven articles included in this review met the following inclusion criteria: (1) experimental studies, (2) using smartphone apps, and (3) involving families with healthy children/adolescents. Results. Studies were stratified according to whether they used smartphone apps only or the combination of sports wearables and their associated companion app. The smartphone app interventions showed significant improvements in youth’s PA levels. All but one of the studies reported no significant improvement in PA levels after the intervention. However, positive PA-related outcomes were found, and the combination of sports wearables and their associated companion app showed inconclusive results due to the small number of studies. A trend of the relevance of families in improving the PA levels of youths was found. Conclusions. The findings of this review indicate that more research is needed on the effects of family-based interventions using mobile apps on youth’s physical activity. Mixed results were found for variables related to the PA of the youth involved in these programs. Although strong evidence was found that youth’s physical activity levels do not always improve with the implementation of these programs, promising results were found for a positive impact on different variables related to physical activity. Therefore, more experimental studies using only a mobile app to promote PA as the main outcome are needed to understand the real effect of mobile apps on youth’s PA levels. Future studies need to further explore this topic by developing programs based on designs of high methodological quality.

This study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Thematic content analysis was conducted to identify key themes from the responses. Seventy-five in-service physical education teachers from diverse educational contexts in Spain participated, sharing their experiences and challenges. Participants expressed genuine interest in receiving training and incorporating inclusive principles into their practices. However, structural limitations, such as high student–teacher ratios and insufficient specialized resources, significantly hindered their ability to implement these strategies effectively. Persistent challenges, including excessive workloads and the lack of support personnel, were reported, leading to frustration in their efforts to provide an equitable education for all students. Although focused on the Spanish context, these findings resonate with international research, highlighting similar structural barriers to inclusive education. This study underscores the need for ongoing, discipline-specific training for physical education teachers, supported by strong institutional commitments to ensure the provision of adequate human and material resources. Without such support, the burden on teachers remains disproportionate and ultimately unfair, hindering progress towards a truly inclusive educational environment.