Augmented Reality in Secondary School Physical Education and Physical Literacy: Literature Review

Abstract

Objectives. Although augmented reality (AR) is increasingly used in physical education, empirical evidence regarding its contribution to secondary school students' physical literacy remains scattered across different research designs, learning contexts, and outcomes. The purpose of this study was to synthesize empirical evidence regarding the use of AR in secondary school physical education and to map its contribution to outcomes conceptually related to physical literacy domains. Materials and methods. This study used a literature review design with reference to the PRISMA 2020 guidelines. Article searches were conducted in six databases, namely Scopus, Web of Science, ERIC, SPORTDiscus, PubMed, and Google Scholar. The search was limited to peer-reviewed journal articles published between 2015 and 2025. The keywords used combined terms related to augmented reality, physical education, secondary school, and outcomes related to physical literacy. A total of 1,061 articles were identified. After removing duplicate articles, screening titles and abstracts, assessing full texts, and evaluating eligibility, 7 articles met the inclusion criteria. Data were analyzed using narrative synthesis and thematic synthesis based on four domains of physical literacy: physical competence, motivation and confidence, knowledge and understanding, and physical activity engagement or participation. Methodological quality and risk of bias were assessed using the Mixed Methods Appraisal Tool (MMAT), and the strength of evidence was mapped using explicit coding criteria. Results. The findings indicate that AR may support several outcomes conceptually related to physical literacy in secondary school physical education. AR-based learning can improve motor skills, sport-specific competencies, motivation, self-confidence, understanding of movement concepts, learning engagement, and physical activity participation. The strongest evidence was found in the domains of physical competence, motivation and self-confidence, and knowledge and understanding. Furthermore, AR-based game-based learning and AR-based outdoor activities also supported increased student engagement and physical activity. However, none of the included studies measured physical literacy as a complete multidimensional construct, so the results should be interpreted as evidence of physical literacy-related outcomes rather than direct evidence of overall physical literacy development. Conclusions. AR has potential as a supportive pedagogical medium for promoting outcomes related to physical literacy in secondary school physical education. However, its effectiveness is highly dependent on the learning design, teacher preparedness, learning objectives, and the integration of AR with real-life physical activities. Future research is expected to develop more structured and long-term augmented reality interventions that explicitly measure students' physical literacy multidimensionally.