Empowering Physical Education Reform with Digital Intelligence Technology A Study on Enhancing the Digital Literacy of Physical Education Teachers under the Field Habitual Theory
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Abstract
In response to the contradiction between “technical suspension” and entrenched teaching habits in physical education, this study constructs a bidirectional improvement path of “field reconstruction–habit adjustment” based on Bourdieu’s field-habitus theory. The framework first diagnoses teachers’ digital capital and existing practice patterns, then designs a systematic intervention integrating situational embedding, reflective practice, and community collaboration. Hierarchical training is conducted around intelligent tool application, data-driven lesson design, and teaching decision simulation, followed by a dynamic evaluation mechanism. Experimental results show that the frequency of “ personalized feedback based on data” in teaching behavior increased by 361% (p<0.001), the total lesson-plan design score increased by 82.5%, and the data-driven decision simulation score increased by 145%. The findings indicate that theory-guided intervention can promote the endogenous transformation of teacher digital literacy from tool use to data -driven instruction. In engineering and technical training contexts, the model is also relevant to wearable sensing, wireless data acquisition, and electromagnetic-compatible smart teaching environments where practical expertise must be integrated with digital measurement systems.
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