Physical Education Teachers’ Perspective towards the Use of Artificial Intelligence in Teaching

Abstract

This inquiry explored the perspective of the physical education (PE) teachers in integrating Artificial Intelligence in teaching college students in PE subject. Anchoring to the Technology Acceptance Model (TAM), the study involved 37 PE teachers from the state universities and colleges in Cebu City to capture the objectives of the study. The study utilized a validated and reliable adapted questionnaire to measure the respondents’ level of perceived usefulness, ease of use, perceived benefits and challenges, and the relationships of each variable. Findings indicated that there was no significant relationship between the teachers’ gender, educational attainment, length of service and their perceived usefulness and ease of use. However, age was seen to have strong positive correlation with perceived ease of use but no direct influence on perceived usefulness. The overall mean score showed that teachers have a strong perception towards AI in both perceived usefulness and ease of use. In the matter of perceived benefits, findings highlighted that the respondents showed strong confidence of AI to improve their administrative efficiency, specifically its capacity to maximize resource searching and scheduling however, teachers were seen to have a low confidence to AI’s capacity to reduce errors in instructional aspect. Respondents perceived challenges on AI integration specified a strong apprehension on its technical complexity and the fear of over reliance of the software; nonetheless, they demonstrated readiness for digital transformation, contingent upon the software maintaining cross-generational usability and alignment to the discipline rather than generic administrative functions. The Project KIN AI is the study’s recommendation based on the findings which aims to serve an age-inclusive intervention that provides peer-mentorship on AI’s technical functions, simplified biometric assessment, and administrative automation. This intervention targets the gap between the teachers’ readiness and effective application on AI to teaching instruction. The findings revealed a strong distinction to prioritize continuous capacity building that is discipline focused and institutional support to ensure successful integration of AI in PE instruction and elicit quality learning outcomes across diverse instructional contexts.

Introduction

Artificial Intelligence (AI) is increasingly transforming education by providing tools that support teaching, assessment, personalization, and student engagement. In Physical Education (PE), AI has the potential to improve traditional teaching methods by helping teachers monitor student performance, create individualized programs, analyze physical activities, and reduce administrative workload. However, limited research has explored PE teachers’ perceptions, readiness, experiences, and challenges in adopting AI, especially in the Philippine context.

The integration of AI in education offers several benefits:

• Personalized learning: AI can analyze student performance and create customized exercises, activities, and feedback based on individual strengths and weaknesses.
• Real-time monitoring: AI-powered tools such as wearable devices can track physical activity, heart rate, movement, and fitness progress.
• Improved teaching strategies: AI supports lesson planning, assessment, feedback generation, and interactive learning approaches.
• Increased engagement: Technologies such as Artificial Intelligence, Augmented Reality (AR), Virtual Reality (VR), and gamification can make PE classes more engaging and motivating.

Despite these advantages, challenges remain, including:

• Lack of teacher training and AI skills
• Limited digital literacy
• Data privacy and ethical concerns
• Risk of overdependence on technology
• Concerns about accuracy and reduced human interaction

The study is guided by the Technology Acceptance Model (TAM), which explains technology adoption through two main factors:

1. Perceived Usefulness (PU) – whether teachers believe AI improves teaching effectiveness.
2. Perceived Ease of Use (PEU) – whether teachers believe AI tools are easy to use without significant effort.

The research focuses on PE teachers from state universities in Cebu City, Philippines, examining their perceptions of AI integration, including its benefits, challenges, usefulness, and ease of use. A descriptive-correlational research design was used with surveys from 37 PE instructors across three universities.

Key findings from the study include:

• Most respondents were young educators (20–30 years old), with many holding master’s degrees, but most had limited AI-related training.
• PE teachers showed a very high perception of AI usefulness (overall mean = 4.42). They strongly agreed that AI helps with:
  • Designing fitness programs
  • Reducing manual work and data processing
  • Improving interactive teaching
  • Increasing student motivation and engagement
• Teachers viewed AI as especially valuable for:
  • Lesson planning
  • Administrative tasks
  • Student performance monitoring
• They were slightly less confident about AI’s ability to provide accurate real-time feedback on posture and movement.
• PE teachers also reported a high level of perceived ease of use, indicating that they found AI tools generally user-friendly and helpful for integrating technology into PE instruction.

Conclusion

Based on the findings presented in this study, it was concluded that physical education (PE) teachers at state universities and colleges in Cebu City was found to have high readiness and a positive disposition towards integrating Artificial Intelligence into teaching and learning process. The study concluded that the workforce was academically over-qualified but technically under-supported in subject-specific AI applications, especially those requiring precise movement analysis. Moreover, the findings of the study that there was no demographic effect on the main variables except for age on ease of use, showed that the gap in the digital application in this context was not a matter of gender or academic rank, but a universal need for practical, hands-on experience. The strong synergy between ease of use and usefulness confirmed that technology was only valuable for PE teachers if it did not complicate their high-movement instructional settings. Furthermore, findings of the study explicitly indicated that AI was valued among the teachers more as an administrative time-saver rather than a diagnostic expert meaning there are nuances and perceived discrepancies in performance assessment. The high concern regarding technical complexity and the low perception of AI\'s ability to reduce teaching errors suggested that teachers did not yet trust AI to manage the nuances of physical form and safety independently. Ultimately, artificial intelligence in educational context was not viewed by the respondents as a replacement for the human element of teaching and coaching physical development, but as a vital administrative and preparatory partner that could modernize the traditional PE landscape if implemented through a user-centric lens that prioritized simplicity and accuracy.

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