Virtual Reality (VR) is a rapidly evolving technology with the potential to transform various fields, including education and sports. VR consist of computer-generated environments that replicate or surpass real-world scenarios, allowing users to engage in diverse experiences. For instance, psychomotor activities like surgical training can be practiced risk-free, while sports skills can be explored under altered physical conditions (Jensen & Konradsen, 2018; Slater & Sanchez-Vives). Recent advancements in head-mounted displays (HMDs), such as the HTC Vive and Meta Quest series, have fueled interest in immersive virtual environments while reducing costs (Radianti et al., 2020). With its engaging nature and adaptability, VR is increasingly recognized as a promising educational tool (Di Natale et al., 2020; Marougkas et al., 2023).

Drawing from out-of-school sports, VR is used to enhance motivation for exercise, refine mental strategies, improve tactical skills, and strenghten decision-making (Neumann et al., 2017; Le Noury et al., 2022). In Physical Education (PE), early studies demonstrated VR's potential in supporting motor skill development through real-time feedback and avatar-based expert modeling (Pasco, 2013). Recently, VR applications have expanded to include immersive exergames and sports simulators, further increasing its potential in PE (Giano-Ramirez et al., 2024; Polechoński).

Despite VR's potential, many applications are still in development or limited to research settings (Kuleva, 2024). Therefore, providing a clear description of the types of VR and their specific uses is crucial for practitioners seeking to adopt VR in their practice. Research highlights the pivotal role of teachers in the successful integration of new technologies, emphasizing that their technological competencies, self-efficacy, and institutional support are key factors for effective VR implementation (Wallace et al., 2023; Sargent & Calderón, 2021).

To support this process, it is important to distinguish between different types of VR applications. Fully immersive VR, which utilizes HMDs (also referred to as IVR), and semi-immersive VR, which relies on projection systems, offer varying levels of engagement and usability (Di Natale et al., 2020). Additionally, a detailed description of VR content, such as the type of sports applications used or 360° expert videos, provides further clarity in understanding their practical implications.

Therefore, this review aims to address these challenges by analyzing current empirical research on VR in PE, considering the specific technologies used and their integration into educational settings.

RQ: What VR applications are used in the PE, for what purpose, and yielding which outcome?

A systematic review was conducted to examine studies that utilized VR in PE (Page et al. 2021). Only peer-reviewed research articles published in English between 2014 and 2024 were included. The target population comprised K-12 students, PE teachers, and physical education teacher education (PETE) students, as these groups are key stakeholders in the future implementation of VR in PE. Studies focusing on sport clubs, college or university-level PE, and preschool PE were excluded. VR was defined as fully immersive and semi-immersive systems, while non-immersive technologies such as desktop-based applications and tablets were excluded. Given the study’s objective of analyzing and synthesizing the impact of VR on PE, research primarily focused on technological development—such as system efficiency evaluations—was excluded. Instead, the review centered on training and learning outcomes, including learners' experiences. After title, abstract, and full-text screening, 14 studies were included in the literature review. To ensure methodological rigor and transparency, a quality assessment was conducted using the PEDro Scale (Maher et al. 2003).

Various VR applications were identified, including immersive exergames, semi-immersive VR sports rooms, and 360° expert videos. Additionally, custom-designed applications were found for body perception training and gross motor assessment, while in PETE, a virtual gym was tested. VR was used to enhance multiple outcomes, including physical activity (PA), motor skill development and learning, visual perception, and psychomotor skills. The primary reasons for VR integration were increased engagement, personalized learning, and addressing challenges such as limited sports facilities and staff shortages. Moreover, VR was often used to engage groups that are typically less active in sports. Several studies confirm the effectiveness of immersive exergames in improving visual-perceptual and psychomotor skills across different age groups, while positive effects on physical activity-related factors, such as increased heart rate, were also observed. Qualitative studies highlight VR’s potential for learning about movement, by using 360° expert video and enhancing body perception with innovative tasks, that involve body perception. Additionally, teachers who tested VR table tennis recognized its potential benefits for beginners. In PETE, VR is employed to provide more realistic and authentic learning experiences for future PE teachers. For instance, in a virtual gym, students can test pre-planned lessons and familiarize themselves with real-world teaching conditions. Additionally, 360° video is used for situational observation, allowing students to analyze teaching environments in real-time.

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