THE AUGMENTED REALITY IN FAVOUR OF THE PRIMARY PHYSICAL EDUCATION AND SPORT TEACHER

Abstract

The proposed model for the integration of augmented reality in physical education classes focuses on the creation of AR cards that the teacher can easily prepare, without the need for advanced skills. The introduction of AR cards aims to overcome the traditional reliance on verbal explanations and static illustrations alone, providing multi channel visual and audio reinforcement. Through some platforms the student scans the card and instantly sees a three dimensional model, hears instruction and can reproduce the motion. This results in a significant reduction in demonstration and correction time, as some of the instruction is delegated to the animation itself. The teacher selects key sports from the curriculum athletics, gymnastics, football, mini basketball and prepares short visual cards for each discipline. The cards are laminated and placed in the gym or handed out to students, and the teacher demonstrates the scanning with the app before class. Students, working in pairs, "discover" the animations on their own, which enhances their motivation and leadership skills in each other’s corrections. The opportunity for students with special educational needs to play the animation repeatedly until they feel confident is particularly valuable. Within the lesson, time in moderate to powerful activity increased, indicating that AR stimulated more independent and quality repetitions. The element of play and discovery maintained attention by turning routine exercises into an interactive challenge. The practical implementation through the Roar platform demonstrates that the technological barriers are low: all that is needed is an account, the selection of a "Target Image" and a finished video. An automatically generated QR code gives easy access to AR content via smartphone or tablet. The main obstacle remains the initial uncertainty of some educators who are not used to digital tools. Brief orientation trainings aimed at creating a trial AR card can overcome this fear and drive widespread adoption. The proposed linking of AR cards with science and mathematics reveals the potential of physical education as a cross curricular platform. Embedding short facts about physical laws or launch angles supports the integration of the topic into the general curriculum. The discussion underlines that technology improves visualisation and accelerates assimilation, but raises the question of schools' technical readiness. The unstable connection and the different devices require additional instructions and advance preparation of the infrastructure. Some teachers prefer traditional demonstrations until they are convinced of the benefits of AR through hands on experience. Next steps include conducting multi school research with different AR platforms and automated feedback. Wearables and real time data analysis would enrich subsequent studies and support individual student progress. In conclusion, the AR card model can become a sustainable innovation that renews physical education (PE) lessons and meets the needs of the digital generation. To realise this potential, however, systemic actions are needed teacher training, investment in basic infrastructure and the promotion of collaboration between subjects. The vision is for physical education to become an engine for integrated learning, where movement and cognition are developed synergistically through modern technological solutions. Only in this way will physical education classes transform the educational environment and prepare students for an active and technologically aware life.