Wearable Device Feedback in Physical Education

Wearable devices are increasingly used in physical education (PE) to provide real-time feedback on movement load, but their role in supporting motor skill learning and student engagement remains insufficiently synthesized. This narrative review examines current evidence on wearable-device feedback in PE settings, focusing on three themes: movement load monitoring, motor skill learning, and student engagement. Studies published in recent years were identified through major databases and analysed thematically. The findings indicate that wearable-device feedback helps teachers quantify lesson intensity and adjust teaching loads, provides learners with immediate, task-relevant information that supports skill acquisition, and enhances engagement through goal setting, self-monitoring and gamified elements. However, the evidence base is limited by small samples, short intervention periods and inconsistent outcome measures, and effective use depends on teacher data literacy and alignment with pedagogical goals. The review concludes that wearable-device feedback is a promising but not self-executing tool: its value in PE depends on how feedback is designed, interpreted and integrated into instruction. Implications for teaching practice and directions for future research, including school-based intervention studies, are discussed.