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Labbaf, Amir Hossein, Vahdani, Mohsen, Cronin, Lorcan. (1405). New Generations of Artificial Intelligence in Physical Education: Opportunities, Threats, and Strategies. سامانه مدیریت نشریات علمی, 10(2), 58-77. doi: 10.22098/jast.2026.19334.1457
Amir Hossein Labbaf; Mohsen Vahdani; Lorcan Cronin. "New Generations of Artificial Intelligence in Physical Education: Opportunities, Threats, and Strategies". سامانه مدیریت نشریات علمی, 10, 2, 1405, 58-77. doi: 10.22098/jast.2026.19334.1457
Labbaf, Amir Hossein, Vahdani, Mohsen, Cronin, Lorcan. (1405). 'New Generations of Artificial Intelligence in Physical Education: Opportunities, Threats, and Strategies', سامانه مدیریت نشریات علمی, 10(2), pp. 58-77. doi: 10.22098/jast.2026.19334.1457
Labbaf, Amir Hossein, Vahdani, Mohsen, Cronin, Lorcan. New Generations of Artificial Intelligence in Physical Education: Opportunities, Threats, and Strategies. سامانه مدیریت نشریات علمی, 1405; 10(2): 58-77. doi: 10.22098/jast.2026.19334.1457

New Generations of Artificial Intelligence in Physical Education: Opportunities, Threats, and Strategies

Journal of Advanced Sport Technology
دوره 10، شماره 2 - شماره پیاپی 25، مرداد 2026، صفحه 58-77    اصل مقاله (909.98 K)
نوع مقاله: Original research papers
شناسه دیجیتال (DOI): 10.22098/jast.2026.19334.1457
نویسندگان
Amir Hossein Labbaf1؛ Mohsen Vahdani* 1؛ Lorcan Cronin2
1Department of Motor Behavior and Sport Management, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
2Department of Psychology, Mary Immaculate College, Limerick, Ireland
چکیده
Background: This study examined three fundamental questions: what roles artificial intelligence play in physical education, what are the risks associated with the utilization of artificial intelligence, and what strategies should be implemented to ensure the effective use of artificial intelligence in physical education?
Methods: Three groups of participants took part in the research: group 1 included 1-10 specialists who served as presenters on 4 expert panels on artificial intelligence and education, group 2 included 2-7 experts in physical education, and group 3 included 3-4 experts in artificial intelligence. The data was gathered by recording the statements of experts in the specialized panels and interviewing the other experts involved. Thematic analysis was utilized to examine the data. The initial coding process occurred after the four expert panels and then after each interview. Two methods were employed to ensure reliability: 1) the conceptual network extracted from the interview text was given to the interviewees for their review and approval, and 2) the method of using critical friends was utilized.
Results: The first theme identified explored the functions of artificial intelligence, including standardization of space and sports equipment, empowerment and professional development of PE teachers, classroom management, educational planning, improving assessment processes, and the production of PE content. The second theme included threats such as depriving students of thinking and creativity, emotional and social damages, scientific credibility of the presented content, and ethical concerns. Finally, the third theme indicated six basic strategies for the optimal use of artificial intelligence: 1) preventative and deterrent policies to limit any negatives of AI, 2) understanding problems and challenges that AI can address, 3) developing AI literacy among teachers, 4) promoting AI among teachers to maximise its benefits, 5) provision of the necessary infrastructure for the use of AI, and 6) ensuring the safety and security of users.
Conclusions: In practice, the findings highlighted the future uses of AI within physical education, along with the potential negatives of AI that need to be carefully managed. PE teachers should be encouraged to increase their AI knowledge and skills, so that they can implement AI within their practices.
کلیدواژه‌ها
Physical education classes؛ Physical education teaching؛ Technology
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