Abstract
ABSTRACT Digital technology is growing in popularity in the enacted teaching and learning process. However, there is ongoing debate regarding the evidence of its impact on teaching and learning in physical education. With increasing use in education, digitally competent teachers are essential to the success of its integration. The primary aim of this study was to explore perceived teacher competency levels in applying digital technology to the physical education classroom. Teachers perceived significantly low competency levels in relation to digital technology in physical education. This was a result of both personal and school hindrances which teachers identified as impeding the integration of digital technology in their physical education classes. Drawing on a holistic view of the dichotomy of pedagogy and technology, we suggest that this relationship is more complex than the one stated in most digital competence frameworks, therefore a narrow understanding of teacher digital competency in physical education.
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