Preservice physical education teachers’ experiences and perceptions of virtual reality: a mixed-methods pilot exploration

This mixed-methods pilot study explored preservice physical education teachers’ experiences and perceptions of using immersive virtual reality (VR) within a pickleball instructional unit. Guided by Self-Determination Theory, the study used the Intrinsic Motivation Inventory (IMI) to assess participants’ post-session intrinsic motivation and related subjective experiences, while the Technology Acceptance Model informed the examination of participants’ perceptions of VR’s utility and feasibility for K–12 school settings. IMI scores indicated high interest/enjoyment ( M = 4.19, SD = 0.75) and low pressure/tension ( M = 2.66, SD = 0.89), suggesting that participants experienced the VR session as engaging and low in pressure. Qualitative thematic analysis identified VR’s novelty, game-like immersion, and perceived ability to create a “safe space” for reluctant learners as key motivators. However, participants also identified barriers related to constrained physicality and skill transfer. While participants acknowledged VR as accurate for practicing isolated motor skills, they highlighted its limitations in replicating essential whole-body movements, footwork, and authentic court coverage. Pedagogically, participants viewed VR as a valuable supplement for reinforcing rules, increasing repetition within a station-based model, and providing alternative participation opportunities for injured or underprepared students. Major barriers to future adoption included equipment costs and logistical challenges in K–12 school settings. Overall, the findings suggest that participants viewed immersive VR as a potentially valuable motivational and preparatory tool in teacher education programs that may be best used to augment rather than replace traditional instruction. Future research should examine longitudinal adoption and objective sport performance outcomes.