Empowering Physical Education Reform with Digital Intelligence Technology A Study on Enhancing the Digital Literacy of Physical Education Teachers under the Field Habitual Theory

In response to the contradiction between “technical suspension” and entrenched teaching habits in physical education, this study constructs a bidirectional improvement path of “field reconstruction–habit adjustment” based on Bourdieu’s field-habitus theory. The framework first diagnoses teachers’ digital capital and existing practice patterns, then designs a systematic intervention integrating situational embedding, reflective practice, and community collaboration. Hierarchical training is conducted around intelligent tool application, data-driven lesson design, and teaching decision simulation, followed by a dynamic evaluation mechanism. Experimental results show that the frequency of “ personalized feedback based on data” in teaching behavior increased by 361% (p<0.001), the total lesson-plan design score increased by 82.5%, and the data-driven decision simulation score increased by 145%. The findings indicate that theory-guided intervention can promote the endogenous transformation of teacher digital literacy from tool use to data -driven instruction. In engineering and technical training contexts, the model is also relevant to wearable sensing, wireless data acquisition, and electromagnetic-compatible smart teaching environments where practical expertise must be integrated with digital measurement systems.