Due to the ever increasing quantity of technology available to modern day students, Physical Education classrooms are often created as a “technology free zone” to ensure students are communicating with their classmates and are free of any unwanted distractions. The argument could also be made that banning technology in the P.E. classroom could prove a detriment to students learning in that it eliminates a valuable learning resource and reduces student’s creativity. The purpose of this research is to determine whether or not the use of modern forms of technology are beneficial in the Physical Education setting and specifically whether or not Application based programs (apps) continue to foster the development of the affective learning domain of students. By integrating 2 specific application based programs into a Grade 9 and Grade 10 unit, students will be assessed on their peer and personal connections using the “Answer model” (Adair, In press). Assessment over the period that the application based technology is incorporated into the classroom will be compared to the same form of assessment prior to the introduction of the app based learning to determine if there is a significant increase or decrease in students peer and personal connections. A significant increase in the affective learning of students when utilizing application based technology could provide valuable information with regards to what the future physical education classroom should look like and how physical education instructors could improve their classroom community.