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Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology,
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341.
Introduction
The development of digital technology and its impact on all spheres of life has signicantly
changed the way people function on a daily basis. Advances in digital technology have inuenced the
way we comprehend knowledge and skills. They are inextricably linked to technological knowledge and
skills, without which functioning in different areas would be difcult. Therefore, educational process is
experiencing progress caused by the integration of digital technology into its ows, which affects the
changes in the organization of teaching and learning when it comes to all subjects. Physical activity is
the basis of a healthy lifestyle and its regular implementation contributes to the creation of healthy life
habits, which is why it is important to promote greater physical activity of students. For that reason, it
is necessary to use digital technology resources that can contribute to the implementation of changes
in physical education as a compulsory subject, with the aim of its development and modernization.
Changes are being implemented in educational practice and physical education teachers are in charge
of their efciency. The application of digital technology in education has inuenced the change in the way
physical education teachers act, which has made them encounter numerous challenges in the form of
the necessary knowledge, skills and abilities. Teachers are the ones who shape and direct the teaching
process, and it largely depends on them what outcomes will be achieved. As digital technology has
become an indispensable part of the teaching process, physical education teachers are expected to
possess competences that would enable them to use digital technology in teaching physical education
successfully. Based on the developed competences, physical education teachers would effectively
perform their role and thus achieve the set goals of teaching physical education in accordance with
the concept of digital education. By modernizing teachers’ competences, it is possible to make positive
changes when it comes to teaching physical education. By implementing digital technology, education
gains the opportunity to develop.
Competences of Physical Education Teachers in Education Supported
by Digital Technology
Jelena Maksimović
1*
, Natalija Lazić
2
1
University of Niš, Faculty of Philosophy, Serbia, e-mail: jelena.maksimovic@lfak.ni.ac.rs; n.lazic-17783@lfak.ni.ac.rs
Abstract: The application of digital technology in teaching physical education provides a basis for its improvement in
the direction of promoting physical activity and student development. As one of the most important subjects of the teaching
process, teachers have a fundamental role in achieving the goals and tasks of physical education. Physical education teachers
are required to develop competences based on which they would implement digital technology in physical education classes in
compliance with the imperatives of modern digital education. Therefore, this research is focused on the competences of physical
education teachers in education supported by digital technology. The aim of this research is to determine the competences of
physical education teachers necessary to full their role in education supported by digital technology. The method used in this
theoretical research is the method of theoretical analysis. The technique of content analysis was used. The research instrument
consists of the relevant literature on this topic. The theoretical analysis points to a need to expand and improve the digital
competences of physical education teachers, which can be achieved by joint action of formal and informal education systems
in developing programs that would provide a basis for the professional development and empowerment of physical education
teachers to use digital technology with more certainty and purpose in teaching physical education.
Keywords: physical education, digital technology, teacher, competences.
Review Article
Received: July, 20, 2023.
Revised: August, 15.2023.
Accepted: August, 23.2023.
UDC:
371.13:004
37.016:786
10.23947/2334-8496-2023-11-2-331-341
© 2023 by the authors. This article is an open access article distributed under the terms and conditions of the
Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
*
Corresponding author: jelena.maksimovic@lfak.ni.ac.rs
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Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology,
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341.
Analysis
Under the inuence of digital technology, the modern educational process has received support
in the form of various technological platforms and resources that provide a chance for its progress.
Like other subjects, physical education classes have the opportunity to be improved, and the physical
education teacher has a signicant role in that. The achievement of fundamental goals and tasks of
physical education depends on the physical education teacher, which is why his role is complex and
implies a planned and organized approach to the physical growth and development of students aimed
at inuencing other spheres of development of their personalities. Effective and adequate performance
of the role of physical education teacher requires developed competences. The basic competences of
physical education teachers represent the foundation of their work, which can be improved precisely by
applying digital technology, i.e. by expanding and developing digital competences. Positive changes in
the role and competences of physical education teachers are becoming more and more emphasized and
in the near future they will be further shaped by the changing process of learning and teaching which is
conditioned by the presence of digital technology.
Physical education as an indispensable part of institutional education occupies an important
place in it. The basic tasks of physical education are to encourage growth, development and proper
posture, develop motor skills and habits related to physical exercise with the inevitable development of
the awareness of a healthy lifestyle (Kretschmann, 2010; Ristić, 2018b). The characteristics of physical
education classes are reected in the fact that they are carried out in a special environment with a lot of
props and equipment, where the basic teaching tool is exercise. This reects the increased responsibility of
teachers in terms of protecting students from injury. Physical education differs from other school subjects
because its teaching content and method of learning is physical activity, which is what also distinguishes
the role of a physical education teacher from the role of the teacher of another subject. “Professional
activity of physical education teachers differs from other pedagogical specialties and requires much more
attention, concentration, responsibility. Thus, the physical education teacher must simultaneously control
the state, movement and safety of all the students over large areas, be able to adjust and assist the
students in adapting to situations that are changing dramatically (gaming, educational, weather, physical
ones); protect the students from injuries, overload; constantly promote universal, cultural, pedagogical
values, skillfully stimulate various aspects of student development due to physical exercises, games and
exercises” (Maksyimchuk et al., 2018: 814). The organization of physical education classes conditions
increased interaction among students and between the teacher and his students, which provides an
opportunity and a task for the teacher to get acquainted with the physical and psychological characteristics
of the students in order to adapt the teaching to the characteristics and traits of each student effectively.
His role in the adequate inclusion of students in physical education classes is also important. The results
of the research conducted by Jeremić et al. (2018) show that students emphasize the role of partners
in affective interaction as the most important role of physical education teachers, i.e. they emphasize
the importance of respecting students, respecting their work and protecting their privacy. In addition,
the objectivity of teachers in assessing the performance and progress of each student individually is
highly valued. In the educational systems of developed countries, greater importance is given to the
development of a positive attitude towards physical education and sports, which is why it is necessary for
teachers to train students to apply knowledge, skills and habits acquired through teaching and recognize
the connection between physical exercise and health (Momčilović and Momčilović, 2016). Therefore,
one of the most important roles of a physical education teacher is to emphasize the importance and
value of physical exercise constantly and to work on his students’ creation of a habit to take care of
their body and improve their abilities. In that sense, his task is to show to the students how to apply a
certain program of physical exercises in their free time, beyond school hours, so that physical exercise
becomes their need and desire over time. Good performance of the role of a physical education teacher
requires, above all, good preparation, dedication and motivation of teachers together with the application
of various contents and activities that would enable greater participation and an active role of students
in the teaching process. This is also supported by the respect of their proposals and ideas, and the
distribution of responsibilities in the execution of certain activities and tasks. In addition, it is important to
provide support and cooperate with students before, during and after exercise. Students’ subjective sense
of the teacher’s competence should not be left out in order to develop a sense of trust and security, which
together contribute to a mutual sense of satisfaction during physical education classes, the ultimate goal
being successful psychomotor development of students (Zrnzević and Zrnzević, 2018).
The implementation of digital technology in education is one of the leading imperatives of modern
education and in this eld, there are numerous studies and practical examples that have proven the
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Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology,
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341.
positive effects of the application of technology in the teaching process (Kretschmann, 2015a). Physical
education is an area in which the application of digital technology is still not common due to limitations
such as the lack of training, the availability of equipment, space, time, and hardware problems (Gibbone,
Rukavina and Silveman, 2010; Yaman, 2008). However, digital technology in physical education, as well
as in other subjects, has great potential (Selvi, 2010). Based on the technological standards for teachers
and students, the National Association for Sports and Physical Education (NASPE) has proposed four
guidelines for the appropriate use of teaching technology in physical education (Baert, 2011: 17):
- The use of instructional technology in physical education is designed as a tool for increasing
instructional effectiveness;
- The use of instructional technology in physical education is designed to supplement, not substitute
for, effective instruction;
- The use of instructional technology in physical education should provide opportunities for all
students, versus opportunities for few;
- The use of instructional technology in physical education can prove to be an effective tool for
maintaining student data related to curriculum objectives based on standards.
Based on these guidelines, we realize that educational technology is not important in itself, it
cannot replace the teacher, but as a supplement to his work, it becomes an effective tool for modernizing
and improving physical education classes. Examples and possibilities of the efcient inclusion of digital
technology in teaching physical education can be found in the literature. In that sense, the roles of physical
education teachers have been expanded. They are related to the daily use of technology in the process
of preparing and conducting classes, ways of communicating with students and colleagues, providing
resources for learning, administration and reporting on student results. Their role is to follow the scientic
achievements in their eld and educational technology, to educate young people in a different technological
and value milieu, to evaluate the work of students continuously and to encourage them constantly to
achieve better results. In this new role, physical education teachers become organizers, programmers
and teaching assistants, while students become more independent, creative and responsible (Selvi,
2010). It is necessary for a physical education teacher to create pedagogical situations that will encourage
the students’ desire for knowledge, skills development and success. This would increase the students’
motivation to learn and progress and enable student participation as a basis for greater achievements
(Barbieri, 2020). It is also important for the teacher to create a friendly relationship with the students, to
be their advisor, a person of trust, to acquaint them with social and cultural values, to help them acquire
these values and to promote the development of their personalities (Kretschmann, 2010; Zobenica and
Stipančević, 2017). In addition, he is a guide and role model for students, which is why he needs to use
educational technologies purposefully. The physical education teacher has a crucial role in encouraging
the development of the students in the eld of physical health, and is, therefore, responsible for providing
effective education (Filiz, 2020). Action research is of great importance for teachers-practitioners in the
integration of digital technologies into physical education in order to improve teaching and gain a better
teaching experience. The history of action research in physical education is not long, but it offers great
opportunities, because it implies that physical education teachers review their actions in order to improve
their work. Teacher reection deals with re-examining the values and procedures that they represent and
use in physical activity and sports, with the purpose of solving problems and improving their practice
(Bodsworth and Goodyear, 2017; Maksimović and Osmanović, 2018).
The diversity of roles of physical education teachers speaks of their importance in modern physical
education. Based on the knowledge of the psycho-physical characteristics of students, their basic task
is to promote the physical development of students and the development of physical exercise habits.
In that sense, their role is reected in the preparation and organization of physical education classes,
where, through various forms of physical activities, they will try to achieve a positive inuence on the
growth and development of students, and encourage their motivation for progress, which is why it is
important for teachers to follow modern achievements in physical education. Ensuring the safety and
protection of students is an integral part of the role of physical education teachers, and so is objective
reporting on the results achieved by students. Through counseling and supporting students, teachers
promote pedagogical values and connect physical education with the development of a healthy lifestyle.
The application of digital technology can contribute to the improvement of the role of physical education
teachers in all aspects. As one of the key bearers of educational work in school, physical education
teachers must possess competences that include specic knowledge, skills and attitudes acquired through
education, as well as experience in educational work, which enable them to perform tasks and roles in
complex situations of contemporary school (Karić et al., 2015). The very concept of competences refers
to the abilities, knowledge, attitudes and skills of a person that he possesses or can develop. In the eld
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Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology,
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341.
of education, competences are seen as potential actions based on personal abilities and willingness to
take initiative. Competences are widely discussed in modern education and there are numerous analyzes
that indicate that competences are certain abilities to perform a task, i.e. abilities to solve given problems
based on competent knowledge (Hercigonja, 2018; Krumsvik, 2011).
The National Education Council of the Republic of Serbia has dened the Standards of Competences
for the profession of teachers and their professional development by dividing them into four categories
(Šafranj and Zivlak, 2018: 2):
- Competences for the teaching area, subject and teaching methodology;
- Competences for teaching and learning;
- Competences for supporting student personality development;
- Competences for communication and cooperation.
Considering the stated competences in the context of physical education teachers, competences
for the teaching area, subject and teaching methodology refer to the subject knowledge, planning,
implementation and evaluation of the teaching process, as well as training in the eld of physical education.
The rst group of competences implies that the physical education teacher has knowledge in the eld of
physical education and related disciplines, in which digital technology, i.e. the Internet, provides him
with opportunities, offering a wide range of professional knowledge. Based on this knowledge, by using
digital technologies in the didactic-methodical organization of teaching, he strives to achieve the goals
and tasks of physical education. These competences also refer to the skills of more creative planning,
implementation and evaluation of physical education classes using digital teaching aids in order to improve
them, whereby it is necessary to know at least one foreign language which can contribute to that (Pišot,
2017; Šafranj and Zivlak, 2018). Teaching and learning competences include the knowledge of student
development and the nature of learning in physical education classes, planning skills, implementation
and evaluation of the process of student progress and the ability to improve the pedagogical practice.
Competences for supporting student personality development refer to the knowledge about the differences
between students and adequate ways of motivating them. These competences include planning and
implementation of various activities for the development of students’ personalities, with the inevitable
evaluation and improvement in these aspects of competences. Digital technology can be the basis for
the improvement of these categories of competences through numerous programs and applications that
facilitate the process of monitoring and measuring progress in the physical development of students,
based on which the teaching of physical education would be implemented more fully and efciently.
In other words, digital technology provides a chance for the development of better communication and
cooperation with students, because this type of communication is close to students who have grown up
with technology. In this way, a positive relationship between teachers and students can be formed, and
on that basis, students can be more motivated to engage in physical activity and realize its benets.
Communication and cooperation competences include the necessary knowledge, planning skills and
implementation of cooperation activities with parents, guardians and other partners in physical education,
in the improvement of which digital communication media have a signicant share. Examples are
applications and social networks that enable real-time communication outside the classroom, providing
the exchange of the necessary information about students in order to monitor their physical activity outside
of class. Therefore, the modernization of physical education in accordance with technological innovations
is possible if the physical education teacher primarily understands the importance of digital technology
in teaching, and in that sense seeks to develop these basic competences following the trends in digital
technology (Šafranj and Zivlak, 2018).
Forming the attitudes of physical education teachers is an important segment of their competence.
The success of a physical education teacher will depend not only on the skills he possesses, but also on
the safe implementation of those skills, i.e. his self-condence (Gibonne, Rukavina and Silverman, 2010).
This is explained by the concept of self-efcacy, which represents an individual’s judgment of himself and
his ability to organize activities that require certain performance and quality. In this sense, self-efcacy is
the belief in one’s own abilities. The attitude of teachers about their competence is of great importance
for their practice, which is reected in the results of research conducted by Yaman (2008), which show
a positive connection between self-efcacy and the use of computers in teaching. Namely, if the faith of
physical education teachers in their self-efcacy is low, they will not be considered competent enough
to use computers in teaching and will tend to use them less, and vice versa. This means that teachers
must have the condence to use digital technology in order to be able to integrate it into their work. In
the context of teachers’ attitudes towards technology, younger teachers have been shown to have more
positive attitudes towards the use of technology in teaching than older colleagues (Woods et al., 2008).
Therefore, younger teachers use digital technology more and believe that the application of technology
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Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology,
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341.
increases students’ achievement in physical education (Osmanović, Maksimović and Dimitrijević, 2020).
The reason for that can be found in the fact that technology is closer to younger teachers. In that sense,
technological trainings can improve the technological competences of older teachers, which will have a
positive impact on their attitude towards the use of technology (Woods et al., 2008). For this reason, it is
important to work on teachers forming positive attitudes towards the use of digital technology, because
this affects how much it will be applied in teaching physical education (Filiz, 2020; Semiz and Levent Ince,
2012).
Developed competences of physical education teachers are the basis of quality physical education
classes. By applying numerous technological resources, from traditional to modern, such as computers,
tablets, mobile phones, the competences of modern physical education teachers can be improved. In this
way, teachers have signicantly more opportunities in the eld of planning, organization and evaluation
of physical education, making the process more creative and interesting, which will certainly increase the
motivation of students to engage in physical activity, which is one of the goals of physical education, and
improve the knowledge, skills and abilities of teachers in these areas. Also, through the use of various
applications, programs, platforms and the Internet, they improve their skills of monitoring the development
and progress of each student, as well as communication skills and types of cooperation with students and
parents. The availability of content, seminars and courses on the Internet allows teachers to improve, or
continuously expand their professional knowledge and skills in the eld of physical education. The physical
education teacher is the main carrier of the application of innovations in teaching physical education,
and, therefore, it is necessary for him to have self-condence built on the competences necessary for
innovative teaching. Based on this, we can conclude that the application of digital technology in physical
education is a way to expand and modernize the basic competences of physical education teachers.
Therefore, it is necessary for physical education teachers to strive to improve their basic competences by
using digital technology in teaching physical education. In the context of the inclusion of digital technology
in the process of teaching physical education, digital competences have stood out as a special type of
competences of physical education teachers.
The presence of information and communication technology in schools and everyday life has
conditioned the need for the development of digital competences of physical education teachers (Momčilović
and Petrović, 2019). In order for the integration of information and communication technology in teaching
to be effective, we need professional teachers who develop their competences through continuous
professional development. The digital age requires digitally skilled teachers. Digital competences are one
of the basic competences for lifelong learning which are determined by the documents of the European
Union education policy (Balbieri, 2020; Momčilović and Petrović, 2019). Presented in this way, digital
competences can be included among the basic needs of a person for life, work and learning in the
digital society in which we live (Dragutinović and Mitrović, 2020). It is possible to nd various terms in
the literature that refer to the ability to use digital technology, such as digital literacy, computer literacy,
information literacy, media literacy or e-competences. Digital literacy is a broader term that encompasses
all of the above (Cantabrana, Rodrigez and Cervera, 2019). Digital competences are closest to digital
literacy because they refer not only to skills but also to the social and emotional aspects of using digital
technology. Digital competences can be dened as the critical and creative use of digital technology in
order to achieve different goals (Hercigonja, 2018). The denition of digital competences was given by
Ferrari (2012: 87): “Digital Competence is the set of knowledge, skills, attitudes, abilities and strategies
that are required when using ICT and digital media, with the aim of a thoughtful, exible and safe process
of teaching and learning.” It follows that digital competences refer to the ability to use information and
communication technologies safely and critically for work in personal, social and professional life. The key
elements are the basic information and communication skills and abilities: the use of computers to nd,
evaluate, create, display and exchange information, and develop collaborative networks via the Internet.
A digitally competent teacher is one who has mastered the ability to use the media, search for information
and select them critically, as well as the ability to communicate with other people and groups through
digital tools and applications, i.e. who is willing to make decisions about what digital tools he can use in a
particular teaching situation, how they should be used and what the reason for their use is (Duh, Bratina and
Krašna, 2012; Ottestad, Kelentrić and Guðmundsdóttir, 2014). Digital competences of physical education
teachers are dened on the basis of general digital competences which are directed towards the use of
digital resources in teaching physical education with the awareness of the pedagogical possibilities of
using technology (Divjak, 2017; Lakkala, Lomaki and Kantosalo, 2011). Thus, in addition to everything
mentioned above, digital competences of physical education teachers include a critical understanding of
the social use of technology in the context of the formation of young people. Consequently, competences
for quality and effective use of digital media include not only skills for their application in teaching, but
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Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology,
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341.
also a critical attitude towards these media in the teaching environment (Duh, Bratina and Krašna, 2013;
Johannesen, Ogrim and Giaever, 2014).
The question is which technologies enhance the digital competence of physical education teachers.
Such traditional technologies include television and video cameras that enable recording physical exercises
and movements and their display in class for a more successful analysis and application, which in modern
teaching can be improved by using LCD projectors since they are larger and clearer than television (Baert,
2011; Kretschmann, 2010; Semiz and Levent Ince, 2012). Among modern technologies, the computer is
certainly the most important repersentative, because it provides the use of numerous programs, applications
and the Internet, which are the basis for improving the work of physical education teachers (Osmanović,
Maksimović and Dimitrijević, 2020), i.e. their digital competences, including developing skills and abilities
to integrate technologies effectively in different ways. With respect to the analysis and presentation of
complex movements, the teacher can record video clips of certain physical skills, or the best players in
the world and share them with students on the Internet, so that the content is preserved permanently and
students can return to it, which would undoubtedly increase their motivation to play sports (Yaman, 2008).
In addition, the use of a specic software and simulation in physical education classes is recommended
(Kalemoglu Varol, 2014). Digital technology can also be used for preparation and administration, through
the presentation of tness results or through the assessment of students’ motor abilities in a more efcient
way. Monitoring the heart rate on the monitor is a great way of assessing cardiovascular speed, providing
more specic information about the physical health of students. In this sense, physical education teachers
can use digital technology in assessing tness through more comprehensive databases (Gibonne,
Rukavina and Silverman, 2010; Kalemoglu Varol, 2014). In addition, digital competences are reected
in the planning, programming and preparation of the training process with the aim of monitoring the
competition for statistical data processing and student evaluation (Gibonne, Rukavina and Silverman,
2010; Jeremić et al., 2018). The nature of physical education classes can be further developed by using
the Internet, i.e. sites dedicated to physical education or those where such content can be found such as
YouTube, educational softwares and emails or social networks for exchanging ideas with other teachers,
for example, in the eld of lesson preparation and organization of teaching materials (Gibonne, Rukavina
and Silverman, 2010; Jeremić et al., 2018; Osmanović, Maksimović and Dimitrijević, 2020). Furthermore,
numerous Internet contents provide a chance for teachers to enrich and update physical education
contents and connect them with subjects related to physical education and sports (Filiz, 2020; Yaman,
2008). Important educational tools for a digitally competent physical education teacher are multimedia
systems and presentations, computers and web application programs, and search tools. One way to
use these tools is to maintain websites dedicated to the promotion of physical activity that are mostly
intended for their students in order to promote a healthy lifestyle (Gibonne, Rukavina and Silverman,
2010; Kalemoglu Varol, 2014). An indispensable type of modern technology that can serve to improve
the work of physical education teachers very successfully are mobile phones, which are inseparable from
the functioning of a modern man and children. Therefore, in the context of spreading awareness about
the importance and benets of physical activity, physical education teachers can use a number of mobile
phone applications that contribute to their innovative work. Some of them are Physical Education, Nike
Training Club, RunKeeper, Workout Trainer, Step Counter, Heart Rate Plus, Water Reminder (Osmanović,
Maksimović and Dimitrijević, 2020). It is very important to emphasize the ability of teachers to critically
evaluate the mentioned technologies and tools, i.e. the critical use when teaching physical education,
based on the analysis of their safety, security, purposefulness and signicance. Certainly, as shown by
the results of numerous authors, it was found that the use of technology in physical education as a tool
benets teacher with the aim of developing digital competences, as well as students by helping them
achieve the goals of physical education efciently (Yaman, 2008).
In order for teaching in physical education with the help of technology to be effective, it is
necessary to connect three elements: technological knowledge (TK), pedagogical knowledge (PK) and
content knowledge (CK), which form a theoretical framework called Technological Pedagogical Content
Knowledge or TPACK (Divjak, 2017; Semiz and Levent Ince, 2012). Technological knowledge (TC) includes
knowledge of digital technologies, such as computers, the Internet, and digital video. This knowledge
includes the skills of using a certain technology in physical education activities. Next, content knowledge
(CK) includes mastering the basic facts and concepts in a certain eld, i.e. in physical education. This
means that physical education teachers should have the knowledge in the eld of motor learning and
control, anatomy, exercise physiology, sports, exercise psychology and the like. Pedagogical knowledge
(PK) includes teaching methods and strategies, which in the context of a physical education teacher
refer to his ability to adapt physical movement to the development and needs of a child. Pedagogical
content knowledge (PCK) is a combination of knowledge about teaching strategies and concepts, and
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Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology,
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341.
physical education content. For example, a basketball lesson will not be conducted in the same way
with second and seventh grade students. It follows that technological pedagogical knowledge or TPK
includes the ability to use different technologies in physical education based on pedagogical knowledge.
In that sense, a teacher who has a high TPK can easily choose the appropriate tool to use in teaching,
taking into account the level of readiness of a child. Technological content knowledge (TCC) implies
the ability to use and understand the purpose of a particular technology in the subject content, i.e. the
content of physical education. In physical education, choosing the right technology can be crucial for
teaching a particular sport (Semiz and Levent Ince, 2012). The cross-section of these parts of the model
shows the necessary knowledge and skills that a physical education teacher should possess in order
to integrate technology into the teaching process of physical education. These are competences in the
use of technology, professional competences, pedagogical-didactic and methodological competences
(Dias-Trinidade and Moreira, 2020). By applying this model, the teacher demonstrates his skills in the
application of digital technology in teaching physical education (Ristić, 2018a). Thus, the basis of effective
technology teaching is an understanding that arises from the interaction between content, pedagogy, and
technological knowledge. The level of TPACK of a physical education teacher is a decisive factor that
reects his digital competences (Semiz and Levent Ince, 2012). Therefore, it is important to work on the
development of digital competences of teachers, because when a teacher feels competent and has a
greater level of self-condence, he will introduce innovations in the teaching process of physical education
(Fraile, Penalva-Velez and Mendioros Lacambra, 2018; Kučina Softić, 2020). Different programs,
applications, digital tools and media are presented and they serve the development of technological skills
and knowledge of physical education teachers in different ways and in different areas, which is why it is
recommended to use them in physical education, because they contribute to the development of digital
competences of teachers and, therefore, improve the teaching process of physical education. In addition
to technological skills and abilities, it is important that teachers acquire pedagogical and professional
knowledge in the eld of physical education, because their skillful combination is a demonstration and
practical application of digital competences of physical education teachers.
Discussion
The efciency of the education system signicantly depends on the readiness of teachers for
continuous development (Bakhmat et al., 2019). Since competences are a dynamic concept that depends
on specic conditions and time, it is necessary to constantly study their effectiveness and the need for
change. Changes in the social functioning conditioned by the progress of digital technology affect the
change of the education system, i.e. the process of teaching and learning in all subjects and, accordingly,
the necessary expansion of teaching competences in the direction of digital literacy (Yaman, 2008). With
the development of digital competences, physical education teachers have the opportunity to change their
role, to present a different learning environment, increase cooperation and interaction with students and
to implement digital technology in accordance with the modern ideas of pedagogy, which will encourage
the development of technological literacy (Kučina Softić, 2020; Rokones and Krumsvik, 2014; Vogt,
Reghlonghaus and Klein, 2019).
The ndings of the research conducted by Liang et al. (2006), as well as the review of numerous
studies provided by Liu et al., 2018, show that physical education teachers lack the appropriate knowledge
to apply technology in physical education effectively. Other authors present similar results. Namely, most
physical education teachers have basic ICT skills and a positive attitude towards the integration of ICT
in education before starting university. However, teacher education programs do not provide adequate
competences for teaching using technology. Teachers most often learn about traditional methods of
ICT integration in education, while innovative models of ICT integration such as cooperative learning
or synchronous and asynchronous online-based learning are not represented (Gibonne, Rukavina and
Silverman, 2010). The way physical education teachers are prepared and educated directly affects the
way in which they will organize physical education classes (Liu et al., 2018). Therefore, there is a need
to pay more attention to the preparation and development of digital competences of future physical
education teachers during formal higher education, which would be continued through various teacher
training programs. This view is also shared by Maksymchuk (2018), who believes that it is necessary
to create pedagogical conditions for training physical education teachers in the form of a series of
organizational measures aimed at pedagogical innovations, modern trends in higher education, physical
culture and sports. The framework for the development of digital competences of physical education
teachers was presented by UNESCO, which includes three phases in the development of digital
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Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology,
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341.
competences of teachers. The rst phase involves the acquisition of technological literacy with the aim
of better learning with the application of digital technology. The second phase refers to the opportunity to
acquire knowledge and the ability to apply that knowledge in solving problems. The third phase focuses
on creating knowledge through which teachers as citizens contribute to society through participation.
The analysis of study programs for teacher education at the Faculties of Sport and Physical Education
of the Universities of Belgrade, Niš and Kosovska Mitrovica shows that the emphasis is on acquiring
basic information and communication competences, while the core courses do not include competences
for designing innovative digital teaching environments and learning management systems. Therefore, in
order to enable physical education teachers to acquire digital competences, it is necessary to provide
them with basic knowledge in the eld of information and communication technologies and to innovate
curricula with content for creating digital teaching environments and learning management systems
(Ristić, 2018a). The need to reorient educational strategies and introduce new educational models for
teaching through the integration of technology into physical education includes the development of the
teacher’s TPACK model, which has already been described. Since physical education is usually taught in
a gym or outdoors, it is important that teachers develop their skills in a context as similar as possible to
that expected in their work (Liu et al., 2018).
In the context of training future physical education teachers at universities and improving the
content and overall organization of the educational process, one of the examples of innovating courses
used in practice is mastering the use of SkyDrive as one of Microsoft’s cloud services. SkyDrive provides
users with a wide range of services such as a customized calendar with scheduling and reminders, task
management, the ability to perform stand-alone or group tasks, access from different devices and the
like. The training involves the lecturers publishing the tasks on SkyCloud the day before the lecture.
The students then receive a reminder in their email inbox, so that they can read the tasks and think
about them. The goal of this approach is to intensify the educational and cognitive activities of students
as well as their interest in future self-development and learning. An organizational and methodological
solution that would also be effective in the systematic development of digital competences of physical
education teachers is reected in the introduction of a special course in the curriculum that would include
mastering the best tools to increase the interactivity of the educational process that can be used in physical
education, and which was reviewed in the previous section. In addition, future physical education teachers
are expected to master the use of applications for the analysis of sports skills, as well as the assessment
of progress and physical readiness of students (Gibonne, Rukavina and Silverman, 2010). In that sense, it
has been shown that the diversity of the offers of digital technologies and tools inuences the motivation of
future physical education teachers in a positive way and it accelerates the process of acquiring personal
pedagogical techniques (Bakhmat et al., 2019). The more positive the attitudes of teachers and the
greater the competence in the use of technology in education, the greater the probability that they will
use appropriate technology more often and more optimistically, as well as apply more innovative methods
in physical education, because when future physical education teachers are trained to use technology,
they feel comfortable and productive using digital technology, due to a strong connection between the
feeling of readiness and developed competences (Filiz, 2020; Gibonne, Rukavina and Silverman, 2010;
Kretchmann, 2015b; Ristić, 2018b).
The basis for the advancement of the education system supported by digital technology is
represented by well-educated and digitally competent teachers. As the results of the research showed
that physical education teachers have only basic skills in the application of information and communication
technology, it is necessary to enable physical education teachers to acquire modern knowledge and skills
in the eld of information and communication technology, to be trained to use digital media in teaching
and to develop their digital competences based on adequate professional and pedagogical education.
Therefore, we believe that it is important to develop the awareness of teachers about the need to develop
digital competences, which can be achieved by pointing out the advantages and importance that they
have in the overall work of physical education teachers. Demonstrating the way some of the programs
work can also contribute to this, which would increase the interest and motivation of teachers to acquire
digital competences. One of the recommendations of our research is to indtroduce special courses
at faculties where future physical education teachers would acquire these competences, including
technological knowledge and training for the implementation of modern technology in physical education.
In addition, it is necessary to have courses where current teachers could acquire digital competences,
i.e. improve them, and which can be organized remotely so that teachers can learn from their colleagues
from countries with more developed education systems. Conducting action research is another way
of training teachers who need more attention, because in that way teachers can understand the level
of development of their digital competences and continue to study accordingly. Therefore, the key to
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Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology,
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341.
promoting the development of digital competences of physical education teachers lies in the cooperation
of formal and non-formal education. University professors, professional associates in schools, as well as
organizers of non-formal education programs, and above all physical education teachers themselves,
play a signicant role in initiating the introduction of digital technology in the eld of physical education. As
practitioners directly affected by this topic, the suggestions and attitudes of physical education teachers
should be the starting point for improving the teaching process of physical education through digital
technology. It is also important to support these initiatives at higher levels of decision-making, in order to
develop programs for the development of digital competences of physical education teachers. Developed
digital competences will have a positive impact on the overall personality and role of physical education
teachers, expanding and enriching their knowledge, skills and abilities in the use of digital technology
based on which they will be able to improve basic competences. The self-condence that results from the
formed digital competences will be reected in the overall work of physical education teachers, and that
is why it is important that teachers become aware of the importance of digital competences, i.e. open to
innovation and improvement. The constant increase of information and technological innovations are the
cause of the need for constant improvement of physical education teachers. The constantly increasing
amount of information and technological innovations are the cause of the need for constant improvement
of physical education teachers. Due to this research, which highlights the basic roles and competences
of physical education teachers, we conclude that it is necessary to provide support to teachers and
work on increasing their digital competences in order to achieve and improve the role of teachers in
modern physical education supported by digital technology. The scope of this paper did not provide an
opportunity to explore in more detail the basics, information and procedures that would enable the creation
of programs through which physical education teachers would develop their digital competences, so this
may be a recommendation to other researchers in order to strengthen teachers’ digital competences for
their application in physical education classes.
Conclusion
As a social and humanistic science, pedagogy must follow and research contemporary social
tendencies in order to strive to enable adequate development and growth of personality in accordance
with the characteristics of the modern digital society. It is more than clear that education in the twenty-rst
century cannot be separated from information and communication technology. The innovations brought
by the digital media have created a chance to improve the teaching process of physical education, which
cannot be possible without competent physical education teachers. Based on this theoretical research,
we can conclude that the application of digital technology in physical education can signicantly improve
the professional knowledge of teachers, skills related to planning, organizing and evaluating the teaching
process, the ability to monitor the physical development of students and their progress, as well as
communication skills with all the actors in the educational process. Therefore, it is necessary to expand
and modernize the basic competences of physical education teachers, which would be achieved by
encouraging teachers to apply digital technologies in teaching physical education. However, an adequate
use of digital technology in teaching physical education primarily requires developed digital competences
as a special aspect of the expertise of physical education teachers. Digital competences of physical
education teachers imply safe and critical use of information and communication technology in teaching
physical education. They represent a means of modernizing their work. A digitally competent physical
education teacher will use digital technology to increase the efciency of teaching, as a supplement
to his work, and not a substitute for it, as a means of equal inclusion of all students and for monitoring
student data better. Technological literacy and multimedia abilities enable him to achieve the tasks of
teaching physical education in a more creative and efcient way through various tools, applications,
programs, softwares and simulations. When it comes to digital competences, the emphasis is on the skills
of combining professional, technological and pedagogical knowledge in order to apply digital technology
in physical education purposefully. Achieving the goals and tasks of physical education largely depends
on understanding the social use of technology in the context of forming young people and, therefore, it is
very important that modern physical education teachers have competences that will inuence the physical
development as well as healthy physical habits and lifestyles of students.
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Maksimović, J., & Lazić, N. (2023). Competences of physical education teachers in education supported by digital technology,
International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 331-341.
Acknowledgments
This study was supported by the Ministry of Science, Technological Development and Innovations
of the Republic of Serbia (Contract No. 451-03-47/2023-01/ 200165).
Conict of interests
The authors declare no conict of interest.
Author Contributions
Conceptualization, J.M. and N.L.; methodology, J.M. and N.L.; software, J.M. and N.L.; formal
analysis, J.M. and N.L.; writing—original draft preparation, J.M. and N.L.; writing—review and editing,
J.M. and N.L. All authors have read and agreed to the published version of the manuscript.
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