Epistemic Cognitions and Teacher Development in Physical Education: Understanding How Teachers Integrate Physical and Digital Literacy in Practice

Abstract

Physical literacy has become a central concept guiding contemporary physical education (PE) curricula worldwide. In Malaysia, for example, when policy documents emphasise its holistic and lifelong orientation, less is known about how teachers understand and articulate physical literacy in practice, particularly within digitally mediated teaching contexts. This study examines Physical Education (PE) teachers’ epistemic cognitions of physical literacy and the integration of digital learning in teaching. Using an Epistemic Judgement approach, semi-structured interviews were conducted among fourteen secondary school PE teachers to explore their understanding of digital technologies, perceived competence, and willingness to adapt to technological changes. The findings indicate that teachers conceptualise physical literacy as a holistic, lifelong construct encompassing not only movement competence but also motivation, confidence, health awareness, and social development. Teachers view digital learning as epistemically valuable when it supports understanding, reflection, and inclusivity, rather than merely enhancing efficiency or engagement. However, tensions emerge between teachers’ epistemic ideals and structural constraints, including limited instructional time, inadequate facilities, uneven access to technology, and persistent perceptions of Physical Education as a less academically significant subject. These constraints shape teachers’ professional judgement and influence how epistemic goals are enacted in practice. Implications are discussed for teacher development, suggesting a shift from technical training toward epistemic professional learning that supports teachers’ reasoning, judgement, and reflective decision-making in complex classroom contexts.