The digital transformation of education has introduced unprecedented opportunities for integrating technology into classrooms. In physical education (PE), however, the adoption of digital tools presents unique challenges due to the subject’s movement-oriented and practical nature (Casey & Jones, 2011). While apps designed for PE can offer significant advantages – such as individualized feedback, gamification to increase motivation, and tools for efficient performance evaluation (Rus Gelo, 2023) – implementation in this context remains limited and contentious (Fischer & Paul, 2020). Barriers include concerns about reducing physical activity time and difficulties aligning digital tools with the dynamic, interactive teaching processes of PE (Casey et al., 2017). Despite these obstacles, emerging evidence suggests that specialized apps tailored to the needs of PE teachers hold promise for enhancing learning outcomes and streamlining instructional practices (Kretschmann, 2015).

The Technology Acceptance Model (TAM) provides a robust theoretical framework for analyzing the factors that influence educators’ adoption of digital tools (Davis, 1989; Venkatesh & Davis, 2000). Central to TAM are the constructs of perceived usefulness (PU) and perceived ease of use (PEOU), which shape attitudes toward using (ATU) a technology, influence behavioral intention (BI), and ultimately determine actual use (AU). In the context of PE, these constructs take on distinct importance due to the subject’s emphasis on physical activity and direct interaction. Existing literature underscores that digital tools are more likely to be adopted when they address immediate pedagogical or administrative needs while remaining user-friendly (Kretschmann, 2015; Scherer et al., 2019). However, the field lacks comprehensive studies examining the acceptance of PE-specific technologies, particularly within national contexts like Germany, where educational infrastructure and teacher training vary considerably (Rehlinghaus, 2024; Rosendahl et al., 2024).

This study addresses these gaps by investigating the acceptance and use of SportZens, an app specifically designed for PE, among PE teachers in Germany. Drawing on TAM, the study aims to answer the following research questions:

• How do PE teachers use a specialized app in their teaching practice?
• How do perceived usefulness (PU) and perceived ease of use (PEOU) influence the acceptance of the app?
• How do specific app functions affect PU and actual use (AU) in PE?

By focusing on SportZens, this study extends TAM’s applicability to movement-oriented subjects like PE and contributes to a deeper understanding of the factors influencing technology acceptance in this context. The results provide practical implications for developers and policymakers, emphasizing the need for user-friendly, purpose-driven tools that address the immediate needs of educators while supporting innovative teaching methods. These findings are especially relevant for the German educational context, offering insights for the broader field of educational technology research. However, the question of how these findings can be generalized to diverse educational systems and cultural contexts remains open. We look forward to engaging with international colleagues in Belgrade to explore these perspectives further and advance the dialogue on technology integration in sport pedagogy.

To investigate the acceptance and use of the specialized PE app SportZens among German PE teachers, a quantitative cross-sectional research design was employed. The study was guided by the TAM (Davis, 1989). Additionally, demographic factors such as age, gender, and teaching experience were considered to explore their potential impact on app acceptance and usage patterns. The sample consisted of 107 PE teachers from Germany who were active users of SportZens. Participants were recruited directly through the app. While the targeted recruitment of app users allowed for detailed insights into user behaviors, it also introduced a potential selection bias, which is acknowledged as a limitation. Data collection was conducted via an online questionnaire. The survey was designed based on validated TAM constructs and adapted to the PE context (Davis, 1989; Venkatesh & Davis, 2000). The instrument included: • Perceived Usefulness (PU): Measured with items assessing the app's contribution to enhancing teaching efficiency and meeting pedagogical needs (e.g., "The app simplifies lesson planning"). • Perceived Ease of Use (PEOU): Assessed with items evaluating the app’s user-friendliness (e.g., "The app is easy to navigate"). • Attitude Toward Using (ATU): Captured attitudes at three levels: general attitudes toward apps (e.g., "I enjoy using apps"), attitudes toward apps in PE (e.g., "Apps improve PE teaching"), and attitudes specifically toward SportZens (e.g., "SportZens enhances my teaching experience"). • Behavioral Intention (BI) and Actual Use (AU): Captured through items reflecting usage frequency and intent to continue using the app. • Demographic variables and usage patterns (e.g., module preferences) were also collected. All items were rated on a 7-point Likert scale (1 = strongly disagree, 7 = strongly agree). Internal consistency was high across all scales (Cronbach’s α ≥ 0.78). Descriptive statistics were used to identify usage patterns and module preferences. Pearson correlations examined relationships between TAM constructs, while multiple regression analyses determined the influence of PU, PEOU, and demographic factors on BI and AU. Differences in ATU between the three contexts (general, PE, and SportZens) were also analyzed to understand how context-specific attitudes shape acceptance. Analyses were performed using SPSS (Version 27). Graphical representations highlighted module usage frequency, and statistical significance was set at p < .05.

The study uncovered distinct patterns in the acceptance and usage of SportZens among PE teachers from Germany, consistent with prior research emphasizing the utility of digital tools in addressing specific teaching needs (Kretschmann, 2015; Scherer et al., 2019). Administrative modules, such as performance assessment and attendance tracking, were most frequently used, highlighting their relevance for streamlining organizational tasks in PE. Less-used modules, like feedback and team planning, suggest a need for better alignment with practical teaching requirements. Correlation analyses revealed significant relationships between TAM variables. PU correlated strongly with BI (r = .63, p < .01) and AU (r = .73, p < .01), while PEOU was moderately correlated with PU (r = .53, p < .01), suggesting that ease of use indirectly supports adoption by enhancing perceived value. ATU specific to SportZens correlated more strongly with AU (r = .64, p < .01) than general attitudes toward apps (r = .18, n.s.), underscoring the importance of context-specific attitudes. Regression analyses identified PU (β = .59, p < .01) and BI (β = .38, p < .01) as the strongest predictors of AU, particularly for time-saving and organizational features. ATU SportZens mediated the relationship between PU and AU, while general attitudes toward apps had no significant effect. Demographic differences revealed that younger teachers (35–44 years) reported higher PU and more frequent app use than older colleagues (55+ years). Female teachers used attendance and scheduling modules more often than males, though overall gender differences were minor. The findings highlight the importance of context-specific attitudes and purpose-driven app features in advancing technology acceptance in PE. Differentiated training strategies are crucial for addressing demographic variations in usage patterns and for fully leveraging digital tools to enhance teaching practices.

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