This study proposes an integrated TAM–TPACK framework that explicates how teachers’ technology acceptance progresses to lesson design and enactment in elementary physical education, using augmented reality (AR) climbing as the focal case. A qualitative case study was conducted with three elementary teachers. Data comprised semi-structured interviews, classroom videos, lesson plans, and satisfaction surveys, and were interpreted through directed content analysis. The findings indicate that perceived usefulness (PU) and perceived ease of use (PEU) systematically informed goal setting, feasibility judgments, and content–curriculum alignment, whereas behavioral intention (BI) shaped pedagogical intent and design decisions. Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) functioned as core mechanisms that structurally aligned AR functionalities with curricular aims and instructional procedures. Clear correspondences—PU↔TCK, PEU↔TPK, and BI↔TPACK—were identified, conceptually mapping a pathway from technology acceptance to lesson design and classroom enactment. The study advances a concise, empirically grounded, teacher-centered model for digital physical education and underscores the need for standardized adoption criteria, structured professional development, implementation incentives, and equitable access to local infrastructure to support sustained practice as part of a sustainability-oriented digital transformation of physical education systems.

As digital technologies become increasingly integrated into elementary physical edu-cation (PE), the role of teachers in not merely adopting but contextually integrating these tools into pedagogical practices has become critical. This study aims to develop a theoretical framework that interlinks the Technology Acceptance Model (TAM) with Technological Pedagogical Content Knowledge (TPACK) to explain how elementary teachers perceive and implement digital technologies in their instruction. Focusing on augmented reality (AR) climbing content, this qualitative case study investigated the experiences of three elementary school teachers who incorporated AR into PE classes. Data were collected through semi-structured interviews, class videos, instructional plans, and satisfaction surveys. A deductive content analysis was conducted to examine the associations between TAM components—Perceived Usefulness (PU), Perceived Ease of Use (PEU), and Behavioral Intention (BI)—and core TPACK elements, specifi-cally Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK). The findings revealed that PU and PEU influenced goal-setting, in-structional feasibility, and judgments on content alignment, while BI shaped teachers’ pedagogical intentions and design decisions. TCK and TPK played pivotal roles in aligning AR content with curricular goals and adapting it into viable lesson structures. The study identified a structural correspondence between PU–TCK, PEU–TPK, and BI–TPACK, confirming the integrative potential of TAM and TPACK. The proposed TAM–TPACK framework provides a coherent model for understanding the educational ac-ceptance and enactment of digital technologies in PE, emphasizing teacher acceptance and instructional design capacity as essential conditions for meaningful integration. To ensure the sustainability of digital PE instruction, the study suggests the need for standardized criteria for technology adoption, structured professional development, incentive systems for implementation, and equitable access to local infrastructure.