AUGMENTED REALITY-SUPPORTED APPLICATIONS IN PHYSICAL EDUCATION

Abstract

Augmented reality (AR) adds digital information to the learner’s real environment without fully replacing physical space. This review examines how visual overlays, interactive markers and camera-based recognition can support instruction while students remain active in the gymnasium, classroom or outdoor area. The article focuses on motor guidance, station-based learning, anatomy instruction and location-based physical activity. AR can connect instructions directly to equipment and movement spaces, improve independence and make invisible information visible. At the same time, looking at screens during movement can create distraction and collision risk, tracking may be inaccurate, and unequal access to mobile devices may widen participation gaps. The review emphasizes that AR should use brief, readable cues and should not dominate attention. Effective implementation requires safe device placement, printed alternatives, pre-tested lighting and connectivity, and tasks that immediately require students to act on the information. AR is most educationally valuable when it reduces explanation time and supports real physical practice rather than turning the lesson into a screen-centered activity.