Junjie Yang

Dalian Nanjin Experimental Schoo

Abstract：

With the rapid advancement of digital technologies, physical education (PE) has transcended traditional motor skill training, shifting toward a more holistic developmental orientation. Objective This paper proposes a novel, evidence-based framework that integrates digital tools (including AI-driven motion analysis, wearable biometric sensors, and VR sports simulations) with cognitive-focused PE activities. The core goals are to enhance students’ selective and sustained attention, improve their gross and fine motor skills, and strengthen their long-term motivation for physical activity. Method A mixed-methods study was conducted with 100 middle school students (aged 13–15, 50 males and 50 females) from an urban school in China, who were randomly assigned to an experimental group (digital- augmented PE) or a control group (traditional PE). The intervention lasted 12 weeks, with two 45-minute sessions per week. The experimental group participated in activities designed to challenge both physical and cognitive abilities (e.g., sensor-equipped obstacle courses with real-time feedback, VR-based team sports requiring strategic communication). The control group engaged in conventional PE drills (e.g., jogging, basic ball-handling exercises). Data were collected through pre- and post-intervention assessments: the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) for motor skills, the d2 Test of Attention for cognitive focus, and AI-powered motion capture for analyzing movement efficiency. Student engagement was additionally measured via post-intervention surveys. Result Statistically significant differences were observed between the two groups (p < 0.05). The experimental group showed a 25% improvement in overall BOT-2 scores and an 18% increase in attention span (measured by the d2 Test), compared to 10% and 5% improvements in the control group, respectively. Survey data further revealed that 30% of students in the experimental group reported higher engagement (e.g., voluntary participation in after-school PE activities), versus 12% in the control group (p < 0.01). Conclusion The integration of digital technologies and cognitive theory into PE effectively addresses the shortcomings of traditional methods, such as low student engagement and insufficient personalization. This approach aligns with global trends in educational digitalization and provides a scalable model for schools, with potential for adaptation even in resource-constrained settings (e.g., via low-cost mobile sports apps).

Key Words：

Physical Education (PE); digital technology; cognitive development; motor skills; "Double Reduction" policy; wearable sensors; AI-driven analytics; large-unit teaching