Background/Objectives: This study examined how maker-based physical education (PE) lessons, co-designed within a Professional Learning Community (PLC), expanded student participation and supported teacher professional growth. Focus was placed on engaging sport-marginalized students, often excluded due to ability, motivation, or social background. Methods: This qualitative single-case study examined a PE-focused professional learning community (PLC) that collaboratively designed maker-based PE lesson prototypes and partially implemented them in regular PE classes. Data included PLC documents, lesson plans, classroom observations, student work, and semi-structured teacher interviews, and were analyzed using inductive category analysis. Results: Three lesson types emerged: (1) physical data measurement and analysis, (2) performance feedback, and (3) play- and game-based formats. These diversified participation by promoting student roles beyond performers, such as creators and analysts. Sport-marginalized students took on new roles as creators and analysts and, at the same time, showed increased engagement in physical activities and more active participation in lessons as performers. Teachers shifted from skill-focused instruction to reflective, practice-based teaching. The PLC enabled sustained innovation and collective growth. Conclusions: Maker-based PE offers a low-cost, adaptable model for inclusive curriculum reform that promotes creativity, wellbeing, and participation. Future studies should explore its long-term impact, broader implementation, and strategies to support ongoing PLC-based innovation.

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.

Introduction: Artificial intelligence (AI) technologies are increasingly used in school physical education (PE) to provide real-time feedback and support instruction that promotes youth physical activity and health. However, many AI applications remain top-down and expert-driven, focusing on technical validation in controlled settings and paying little attention to everyday school contexts or the needs of lower-fitness students. This study aimed to develop and implement a MediaPipe-based AI teaching–learning program for health-oriented middle school PE. Methods: A participatory action research (PAR) design with rapid prototyping was conducted over three months in one public middle school. PE teachers and 9th-grade students participated as co-researchers and co-developers. A web-based program using MediaPipe Pose was iteratively designed to recognize selected fitness movements and provide immediate visual and auditory feedback, with QR-code access and automatic logging. Data from semi-structured group interviews, observations, teachers' reflective journals, and student-created artifacts were analyzed using thematic analysis. Results: Across three PAR cycles, the prototype evolved from a simple elbow-angle counter into a system that incorporated body alignment, tracking for isometric exercises, multimodal feedback, and automatic data recording. Teachers used the program to design lesson-specific recognition rules, monitor students' exercise participation, and support individual growth. Students deepened their understanding of exercise principles and engaged in computational thinking while experimenting with movements and refining feedback conditions. Conclusions: A participatory, school-based approach enabled MediaPipe-based pose estimation to be reconfigured into a pedagogically meaningful, health-oriented program for middle school PE, suggesting that AI-supported PE can contribute to more inclusive, data-supported school health promotion.

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.

Shooting activities offer educational and recreational value; however, their application in school physical education and recreational settings remains limited due to safety concerns, high costs, and restricted access to specialized facilities and equipment. To address these constraints, this study designed and implemented a low-cost laser shooting system suitable for school physical education and recreational use. The proposed system comprises a laser-gun module, a physical electronic target providing immediate on-site feedback using an illuminance sensor, a Fresnel lens, and RGB LEDs, and a web-based electronic target that enables real-time scoring, logging, and visualization via smartphone or tablet cameras and browser-based processing. By adopting a low-power, projectile-free laser structure with pulse-limited emission, the system enhances operational safety, while the use of general-purpose components and web standards reduces cost and lowers barriers to adoption. Technical verification conducted under controlled indoor conditions demonstrated stable single-shot operation, reliable hit detection, and accurate score calculation for both the physical and web-based targets. Expert validation involving specialists in physical education, educational technology, and sports technology yielded consistently high evaluations across safety, cost efficiency, functional completeness, and field applicability. These findings suggest that the proposed system represents a practical and scalable alternative for school physical education classes and recreational programs. Future research should examine user-level usability, learning outcomes, system robustness under diverse environmental conditions, and structured expert consensus processes.