As educators, we’re constantly seeking ways to make learning more active, meaningful, and connected to the real world. This project explores how Augmented Reality (AR) can support those goals — particularly in Health and Physical Education (PHE), where movement and understanding the body are central to learning.
Drawing from my experience teaching PE across a range of schools, from public to private to international. I wanted to examine how emerging mobile technologies can make movement and health concepts more visible, interactive, and engaging for students. AR tools now allow learners to visualize muscle engagement, explore body systems, and receive instant movement feedback, bridging the gap between concept and action.
This Genially presentation offers a mobile-first, interactive exploration of AR’s potential in PHE. It highlights real-world examples, evaluates their educational value, and reflects on how teachers can integrate these tools purposefully and ethically.
Ultimately, the goal is to consider how AR can help students not just move better, but learn better through movement, fostering curiosity, agency, and awareness in the process.
I haven’t seen many mobile technology propositions in the context of PHE, so I appreciate this new perspective. As someone who tries to maintain a “healthy diet” of technology (mainly phone) use, I tend to think that physical activity should be a time when students and learners should be separated from their devices. That being said, I see the potential that you’ve expressed in your presentation.
One cool idea this presentation made me consider is how AR could potentially support diagnostic learning. It’s one thing to show students what to do, but helping them identify why a movement isn’t working or how it could be improved could provide benefits to their physical education. For example, students could be practicing and working on their squat technique using an AR overlay. As they move, the app highlights key alignment points and flags when certain elements look out of place. A student who consistently leans forward could see that misalignment visually, compare it to the correct model, and get a simple cue like “shift hips back” or “lift chest.”
I also see potential for this type of AR technology to strengthen cross-curricular learning. Visualizing muscle groups and biomechanics could easily connect to topics in science. Instead of learning body systems solely in the science classroom, students could witness these body systems in action and analyze things like gas exchange, energy production, muscle fatigue, etc.