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.

This study presents the design rationale and a bench-level technical characterization of a low-cost, single-sided Time-of-Flight (ToF) timing system intended for school physical education. The system integrates a ToF distance sensor, an ESP32-C3 microcontroller, Bluetooth Low Energy (BLE) communication, and a web-based user interface to detect passage events, compute elapsed time, and manage measurement records. The contribution lies in the integration of mature commercial components into a configuration matched to class-operation constraints, and not in a new sensing principle: the single-sided configuration removes the alignment step required by two-sided arrangements, and passage detection operates on a distance threshold of 1800 mm, set below the sensor module’s specified maximum range of approximately 2500 mm. Passage detection succeeded in every trial under three illuminance conditions (approximately 300, 1500, and 3000 lux) and three movement conditions, giving a detection rate of 100.0% for each set of 90 trials (exact 95% CI 96.0–100.0%); no false detections occurred during 30 min of no-passage monitoring per illuminance condition or during a further 8 h of continuous unattended monitoring. Across 30 shuttle trials, the mean difference from a 240 fps video reference was +0.008 s (95% CI −0.001 to +0.017 s), with 95% limits of agreement of −0.038 s and +0.055 s. All 300 BLE test events were received over a 10 m line-of-sight link, and total hardware cost was approximately USD 20. The observed timing variability was dominated by the sensor’s ranging period of approximately 50 ms. All trials were conducted indoors by a single operator on a same-line shuttle task, and end-to-end latency, the effect of the threshold on the trigger instant, and performance across users were not measured; these results therefore do not establish measurement performance in classroom use.

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.