AI-hype! a critical approach to artificial intelligence in physical education

Abstract

The empirical status of artificial intelligence (AI) in physical education research is ambiguous. While some sources suggest that AI is still largely unexplored in this field, others highlight a significant and increasing research interest. The aim of this paper is to examine current ideas and assumptions about the application of AI in physical education as presented in the scholarly literature. The literature I have analysed and interpreted includes eight systematic reviews and 13 journal articles. The analytical focus is guided by a critical approach that views AI in education as a hype, where there is a lack of clarity about what AI actually is and what the real educational potential of these products is. At the same time, AI is surrounded by a narrative of inevitability that calls for change in education, but the exact direction and form of that change is unclear. There is limited research on AI in school physical education. Most existing studies are published in science and engineering journals, focusing on higher education in China. The literature often discusses AI technologies broadly, such as emphasising the importance of “leveraging” AI to “transform” physical education. However, the actual capabilities of AI remain largely unknown. Additionally, the purported effects of AI are frequently exaggerated due to a lack of proper references and reliance on sources that do not support the claims. A recurring theme in the literature is personalised learning. In my analysis, the assumption that AI-based teaching machines will soon provide efficient and equitable physical education environments does not stand up to scrutiny. In conclusion, I argue that, rather than presuming that AI will inevitably and radically change physical education, we should critically assess the real value of specific AI products and consider whether their introduction genuinely enhances the educational qualities we seek to foster.