ISSN: 2222-6990
Open access
This qualitative study explores physical education (PE) teachers’ perspectives on the implementation and effectiveness of a structured 800m running teaching module integrated with smart wearable devices in Chinese middle schools. Semi-structured interviews were conducted with three PE teachers, each representing one of three groups: control (no intervention), reference (module without technology), and experimental (module with wearable devices). Thematic analysis revealed that the use of smart wearable technology significantly enhanced students’ pacing accuracy, cardiovascular endurance, engagement, and motivation. Teachers in the experimental group reported that real-time feedback and personalized performance data facilitated more targeted instruction and improved students’ self-regulation and confidence. In contrast, teachers in the non-technological groups noted limitations in student progress and instructional precision. Despite some technical and implementation challenges, the overall findings support the educational value and feasibility of integrating wearable technology into PE curricula. The study highlights the potential for data-driven approaches to transform PE instruction and calls for further research on long-term impact, scalability, and teacher readiness.
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