Wearable Device Feedback in Physical Education

A Narrative Review of Movement Load Monitoring, Motor Skill Learning and Student Engagement

Abstract

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.