This paper provides a comprehensive analysis of existing literature on the barriers hindering the effective integration of technology in physical education (PE). Utilizing a three-stage framework, this study examines the complex interplay of external and internal factors influencing PE teachers' adoption and implementation of technology. First-order barriers, encompassing resource limitations, inadequate funding, and insufficient access to technology devices, highlight the systemic constraints often faced by educators. Second-order barriers delve into the intrinsic challenges, including teachers' attitudes, beliefs, and self-efficacy in utilizing technology effectively within their pedagogical practices. Finally, third-order barriers address the complexities of design thinking, emphasizing the need for teachers to creatively and contextually incorporate technology to achieve desired learning outcomes. Through a multi-dimensional analysis of these three levels of barriers, this literature review aims to provide a comprehensive understanding of the challenges faced by in-service PE teachers in integrating technology into their teaching. The insights gained from this review can inform the development of targeted strategies and interventions to support PE teachers in effectively utilizing technology to enhance their teaching and students' learning experiences. This paper underscores the importance of addressing not only resource limitations but also the professional development needs of educators in fostering a technology-enhanced learning environment in PE.
