Digital-Intelligent Pedagogy in Physical Education: A Narrative Review of AI, Learning Analytics, Assessment and Equity

Abstract

Physical education is increasingly being reconfigured by artificial intelligence, learning analytics, wearable devices, immersive media, and digitally mediated assessment. However, the field is still suspended between robust technology promises and disproportional pedagogical indications. In this narrative review, the authors reviewed the latest literature on digital-intelligent pedagogy in physical education, focusing on AI support for feedback, learning analytics, assessment, teacher mediation, and digital equity. The review considered primary empirical research published not earlier than 2021 and used recent reviews and methodology papers to put the gap into context, which supports the appraisal and contextualises the synthesis. Thematic analysis resulted in five themes: AI feedback has the potential to enhance motor learning by increasing practice time and presenting interpretable feedback; wearable and IoT analytics can help customise assessment but require high levels of acceptance and data quality; immersive and gamified design can enhance motivation but is not guaranteed to transferable competence; teacher mediation is the necessary condition to pedagogical value; and equity, privacy, and inclusion, is weaker than technical innovation. The review asserts that novelty must not be considered a criterion for judging digital-intelligent pedagogy. It’s worth lies in its ability to enhance embodied learning, defend agency on the part of students, assist teachers, and curtail rather than intensify disparities in participation. This article adds a cohesive system of future PE studies and practices which link AI functionality, assessment literacy, teacher judgement, and inclusive access.