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Exploring K-12 Physical Education Teachers' Perspectives on Opportunities and Challenges of AI Integration Through Ideation Workshops

Dakyeom Ahn, Hajin Lim

TL;DR

The paper addresses the gap in AI applications for K-12 physical education by engaging 17 in-service PE teachers in South Korea in focus group ideation workshops to surface needs and envision AI-enabled solutions. It identifies four multidimensional AI roles—operational assistant, personal trainer, group coach, and evaluator—that could support class management, personalized feedback, balanced teamwork, and multi-faceted assessment. The study highlights practical and ethical considerations, including data privacy, risk of AI overuse, workload implications, and varying teacher proficiency, to guide responsible AI development and adoption in PE. The findings offer a practical framework for developers, educators, and policymakers to design context-sensitive, scalable AI tools that enhance teaching practice and student outcomes in K-12 PE.

Abstract

While AI's potential in education and professional sports is widely recognized, its application in K-12 physical education (PE) remains underexplored with significant opportunities for innovation. This study aims to address this gap by engaging 17 in-service secondary school PE teachers in group ideation workshops to explore potential AI applications and challenges in PE classes. Participants envisioned AI playing multidimensional roles, such as an operational assistant, personal trainer, group coach, and evaluator, as solutions to address unique instructional and operational challenges in K-12 PE classes. These roles reflected participants' perspectives on how AI could enhance class management, deliver personalized feedback, promote balanced team activities, and streamline performance assessments. Participants also highlighted critical considerations for AI integration, including the need to ensure robust student data security and privacy measures, minimize the risk of over-reliance on AI for instructional decisions, and accommodate the varying levels of technological proficiency among PE teachers. Our findings provide valuable insights and practical guidance for AI developers, educators, and policymakers, offering a foundation for the effective integration of AI into K-12 PE curricula to enhance teaching practices and student outcomes.

Exploring K-12 Physical Education Teachers' Perspectives on Opportunities and Challenges of AI Integration Through Ideation Workshops

TL;DR

The paper addresses the gap in AI applications for K-12 physical education by engaging 17 in-service PE teachers in South Korea in focus group ideation workshops to surface needs and envision AI-enabled solutions. It identifies four multidimensional AI roles—operational assistant, personal trainer, group coach, and evaluator—that could support class management, personalized feedback, balanced teamwork, and multi-faceted assessment. The study highlights practical and ethical considerations, including data privacy, risk of AI overuse, workload implications, and varying teacher proficiency, to guide responsible AI development and adoption in PE. The findings offer a practical framework for developers, educators, and policymakers to design context-sensitive, scalable AI tools that enhance teaching practice and student outcomes in K-12 PE.

Abstract

While AI's potential in education and professional sports is widely recognized, its application in K-12 physical education (PE) remains underexplored with significant opportunities for innovation. This study aims to address this gap by engaging 17 in-service secondary school PE teachers in group ideation workshops to explore potential AI applications and challenges in PE classes. Participants envisioned AI playing multidimensional roles, such as an operational assistant, personal trainer, group coach, and evaluator, as solutions to address unique instructional and operational challenges in K-12 PE classes. These roles reflected participants' perspectives on how AI could enhance class management, deliver personalized feedback, promote balanced team activities, and streamline performance assessments. Participants also highlighted critical considerations for AI integration, including the need to ensure robust student data security and privacy measures, minimize the risk of over-reliance on AI for instructional decisions, and accommodate the varying levels of technological proficiency among PE teachers. Our findings provide valuable insights and practical guidance for AI developers, educators, and policymakers, offering a foundation for the effective integration of AI into K-12 PE curricula to enhance teaching practices and student outcomes.

Paper Structure

This paper contains 35 sections, 5 figures, 1 table.

Table of Contents

  1. Introduction
  2. Related Work
  3. Physical Education in K-12
  4. AI for Education and Sports
  5. Challenges in Integrating AI into K-12: Importance of Teacher Involvement
  6. Method
  7. Research Team Background
  8. Participants and recruitment
  9. Procedures
  10. Introduction: 10 minutes
  11. Focus group discussion: 20 minutes
  12. Solution Ideation and Sketching Stage: 1.5 hours
  13. Wrap-up focus-group discussion: 20 minutes
  14. Data Analysis
  15. Findings
  16. ...and 20 more sections

Figures (5)

  • Figure 1: Focus group ideation workshops with secondary school PE teachers. Left: "Crazy 4's" idea generation session. Middle: storyboard development activity. Right: Role-playing exercises.
  • Figure 2: Thematic analysis map of findings
  • Figure 3: "Warm Advice AI" idea storyboard from Group 5
  • Figure 4: "Automatic teaming AI" idea storyboard and role-playing script from Group 3
  • Figure 5: P15's idea sketch for evaluating students in multidimensional ways using AI