Perceived effectiveness of digital training programs in physical education: Perspectives of physical education teachers

Abstract

Despite the growing integration of digital technologies into school physical education, limited evidence exists regarding teachers’ perceptions of digital training programs. This study examined physical education teachers’ perceptions of the effectiveness, motivational value, contextual suitability, and overall acceptance of such programs, as well as differences based on sex and school types. A cross-sectional survey design was employed with 287 upper basic physical education teachers from public and private schools. Data were collected using a 16-item questionnaire covering four dimensions. The instrument demonstrated strong reliability, with Cronbach’s alpha coefficients ranging from 0.843 to 0.945 (overall α = 0.911). Descriptive statistics and independent-samples t-tests were used for data analysis. Results indicated generally low perceptions of digital training programs, with an overall mean score of 2.25 (SD = 0.54). Private school teachers reported significantly more positive perceptions than public school teachers, particularly regarding suitability and general attitudes (p < 0.001). Male teachers also reported higher perceptions than female teachers in effectiveness and suitability. The findings suggest that digital training programs are perceived as insufficiently effective in supporting physical education instruction. The study recommends targeted professional development and greater institutional support to enhance the integration of digital technologies into physical education.