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ERROR: type should be string, got "https://doi.org/10.1007/s10639-022-11108-2\nEducation and Information Technologies (2022) 27:11759–11779 https://doi.org/10.1007/s10639-022-11108-2\nEducation and Information Technologies (2022) 27:11759–11779 Keywords  Mobile phone app · Educational technology · Digital literacy · Mobile \ndevice · Secondary school Smartphone applications for physical activity promotion \nfrom physical education Francisco Javier Gil‑Espinosa1   · Adriana Nielsen‑Rodríguez2   · \nRamón Romance2   · Rafael Burgueño3 Received: 24 December 2021 / Accepted: 11 May 2022 / \n© The Author(s) 2022\nPublished online: 19 May 2022 Received: 24 December 2021 / Accepted: 11 May 2022 / \n© The Author(s) 2022\nPublished online: 19 May 2022 Extended author information available on the last page of the article *\t Francisco Javier Gil‑Espinosa \n\t\njaviergil@uma.es 1  Introduction The digital technology (e.g., digital blackboard, tablets, smartphone apps) has been \nincorporated as key elements into every sphere of our society such as health, work \nand education (Organisation for Economic Cooperation and Development, 2019). The use of digital technology to support the teaching and learning process has \ngrown sharply in recent years (Sargent & Casey, 2020), and its implementation in \neducation system has been accentuated by the COVID-19 pandemic. Indeed, Cal-\nderón-Garrido et al. (2022) review concluded that the scientific production seems \nto bet on the use of smartphones in class, as it is beneficial for educational objec-\ntives. In physical education (PE), while most research has focused on reporting use-\nfulness and advantages derived from the use of digital technology in PE (Cushion \nand Townsend, 2019; Sargent & Casey, 2020), little attention has been paid to the \nquestion about whether there are smartphone apps that could be linked with PE \ncurriculum to promote leisure-time physical activity (PA) in adolescents from the \ncontext of the secondary school PE. There is thus a need to help PE teachers take \na curricular approach to the selection and implementation of smartphone applica-\ntions (apps) that contribute to addressing the curriculum. This would allow us to \nrecommend an improved use of smartphone apps for PE lessons, which would lead \nto improve the quality of the teaching and learning process with more meaningful \nlearning experiences for students, and to accomplish one of the main educational \ngoals, such as leisure-time PA promotion (SHAPE America– Society of Health and \nPhysical Educators, 2014). This research sought to carry out a systematic search \nfor smartphone apps focused on PA that are available in the Google Play. Next, the \ninterplay between every included smartphone app and the secondary PE curriculum \nwas further analysed. Abstract Smartphone applications (apps) are thought to be an adequate instructional strategy \nnot only to improve the quality of the teaching in physical education (PE), but also \nto effectively promote leisure-time physical activity (PA) of adolescent students in \nthis context. Although the use of smartphone apps has been generalized in PE, lit-\ntle is known about the curricular approach of smartphone apps to be implemented \nby teacher to teach specific curricular contents in PE lessons. Therefore, the aim \nof this research was threefold: a) to conduct a systematic search for smartphone \napps focused on PA and sport; b) to assess the features, content and quality of every \nincluded smartphone app; and c) to analyze the relationships between every selected \napp and the secondary PE curriculum. Systematic searches were completed on \nGoogle Play Store from January 2021 to March 2021. Apps were included when \nthey met: main goal focused on PA and sport; permitted use by underage; they are \nfree; user scores of at least 4. The app selection process was carried out by sev-\neral reviewers and concordance measures were estimated. Additionally, an app \nquality assessment was independently conducted by three reviewers. A total of 18 \napps focused on PA were included. Particularly, eight apps were suitable for fitness, \nhealth and quality of life curricular content; two for sports content; four for body \nexpression content; and four apps for outdoor PA content. The mean quality score \nwas 4.00. Apps could be helpful for teachers to implement the secondary PE cur-\nriculum and effectively promote PA among adolescent students. Keywords  Mobile phone app · Educational technology · Digital literacy · Mobile \ndevice · Secondary school 012341 456789)\n3 Education and Information Technologies (2022) 27:11759–11779 11760 1.1  \u0007Secondary physical education curriculum In common with another national PE curricula (e.g., SHAPE America– Society of \nHealth and Physical Educators, 2014; Irish Proffessional Service for Teachers, 2022; \nBritish Council for the Curriculum, Examinations and Assessment, 2022), one the \nof the main curricular goals for PE, in Spain, is to develop students as physically \nliterate people capable of applying the knowledge, skills and attitudes needed for \nlifelong health-related PA (Orden 15 of January, 2021; Royal Decree 1105/, 2014). In order to structure the knowledge, skills and attitudes to be learnt by students \nwhen completing secondary education, the content blocks of Spanish curriculum for \nsecondary PE could be organized according four: a) fitness, health and life quality, \nwhich includes contents related to the development of basic physical capacities, the \npromotion of healthy lifestyles (e.g., regular PA, nutrition and adequate rest breaks) \nand avoidance of potential health-damaging behaviours (e.g., sedentarism, tobacco, \nalcohol and drugs), as well as the identification of health benefits derived from a \ngood level of fitness and regular leisure-time PA; b) games and sports, which com-\nprises contents referring to the understanding of games and sports as sociocultural 1 3 Education and Information Technologies (2022) 27:11759–11779 11761 phenomena, the knowledge of Spanish traditional games, as well as the development \nof technical and tactical skills, the knowledge and respect for the rules of individual \nand team sports; c) body expression, which brings together contents concerning cre-\native and artistic communication and emotional regulation using body (e.g., dance, \nchoreography, and dramatization) d) outdoor PA, which tackles contents regard-\ning the interaction between students and nature through PA (e.g., hiking, orientat-\ning, and outdoor challenges), and the understanding and appreciation of the natural \nenvironment. The Spanish curriculum for secondary PE states two 60-minute lessons per week, \ndespite the substantial body of evidence indicating PE helped students meet daily \nPA recommendations (Kerr et al., 2018; Kwon et al., 2020; Lee & Gao, 2020). Thus, \nthere is a need for teachers to develop and implement instructional strategies aiming \nto promote students’ levels of leisure-time PA from PE lessons. For this goal, the \nuse of digital technology, including smartphone apps, is recommended not only to \ndevelop key digital competence, but also to improve the comprehensive education of \nstudents in general, and promote leisure-time PA from the context of the secondary \nschool PE in particular (Orden 15 of January, 2021; Royal Decree 1105/, 2014). 1.3  \u0007Literature review on apps in physical education The digital technology could allow a greater variety of instructional strategies in PE \nwhile helping to develop in students attitudes, knowledge and behaviours for a more \nphysically active life. Therefore, teachers need to experiment with apps related to \nthe PE teaching-learning process (Yu et al., 2018). Accordingly, previous research \nabout the use of apps, conducted in the school context of PE, has evidenced advan-\ntages in motivation, knowledge of results, assessment, and the improvement of stu-\ndent autonomy, among others (Kerner & Goodyear, 2017; Klenk et al., 2017; Phil-\nlips et al., 2014; Vega-Ramírez et al., 2020). Schwartz and Baca (2016) point out \nthat many PA apps are based on behavioural theory and use elements of gamifica-\ntion for success, with personal goals and specific feedback. Lee (2018) recommends \nusing apps to facilitate students’ group activities, as well as the knowledge of results. Similarly, a growing body of research has pointed out that the implementation of \nsmartphone apps was an efficient instructional strategy to increase in-classroom PA, \nas well as to promote leisure-time PA among adolescent students in PE (Böhm et al., \n2019; Brickwood et al., 2019; Gil-Espinosa et al., 2020; Lau et al., 2011). Likewise, Mokmin and Jamiat (2021) designed a mobile application taking into \nconsideration the motor learning theory (Muratori et al., 2014) and Mayer’s cogni-\ntive theory of multimedia learning (Mayer, 2011), obtaining satisfactory results in \nmotivation and PA performance after its implementation with students. In turn, the \nresults of Papastergiou et al. (2021) research with primary school students conclude \nthat the use of apps improved their interest, enjoyment, and motivation, while teach-\ners had more time to provide individualised feedback. Similarly, research carried out \nby Yu (2020) in secondary education found that, through the use of mobile appli-\ncations, students improved their tactics and performance of badminton skills while \nallowing for more active learning and improved knowledge of the results, conclud-\ning that PE teachers can integrate the use of mobile applications in their teaching \nwork.i In any case, the educational benefits of using mobile applications in PE will be \ndeterminate by the design of the learning activities (Greve et al., 2022), which is \nwhy their link with the curriculum is crucial. PE teachers are recommended to align \nthe selection of apps with the PE learning goals (Lee & Gao, 2020). Krause et al. 1.2  \u0007Smartphone apps in physical education The use of digital technology in PE is considered as a relevant instructional recourse \ngiven its potential in supporting the teaching and learning process in a manner that \nfits the nature of PE (Casey et al., 2017). For instance, digital technology such as \ndigital blackboard, tablets, video cameras, electronic devices, and smartphone apps \nprovide students with opportunities to reinforce their learning, and to foster their \nautonomy (Hyeonho & Taemin, 2021). Recently, inquiring app-integrated PE in \nwhich several apps are utilized on the smartphone in PE has been on the rise to \nease the teaching learning process (Krause & Sanchez, 2014; Zhu & Dragon, 2016). PE experts have suggested smartphone apps perform different roles in improving \nthe quality of PE: a) they can serve as communicational tools such as scoreboard, \nwhiteboard or display platforms; b) they can serve as classroom management tools \nby being useful for timers, music displayers, and microphones; c) they can be used \nas tools for information delivery, feedback, lesson plans, assessment; and d) they \nshould be personalised based on every student’s need and skills (Goodyear et al., \n2019; Penney et al., 2012; Pyle & Esslinger, 2014; Sinelnikov, 2012). It is, thus, thought to develop students as physical literate people via smartphone \napps may represent an effective and innovative strategy to promote leisure-time PA \nfrom the context of the secondary school PE. This idea relied on the fact that most \nsecondary students have a generalised use of digital technology in their everyday \nlife through the utilisation of social networks, websites, blogs, and smartphones, and \nuser accounts for several apps (Böhm et al., 2019; Direito et al., 2015; Goodyear & \nArmour, 2021; Vega-Ramírez et al., 2020). 1 3 Education and Information Technologies (2022) 27:11759–11779 11762 1.3  \u0007Literature review on apps in physical education (2020) recommend increasing research on the use of technology in PE, as well as \nimproving the training of PE teachers in the integrated use of technology in the \nsubject. 1.4  \u0007The current research and research question Smartphone apps represent a potential means both to develop students as physical \nliterate, and to promote leisure-time PA from the context of the secondary school \nPE. In accordance with previous research, the number of smartphone apps, particu-\nlarly those related to PA and sports, has been on the Google Play (Arigo et al., 2020). This great quantity of smartphone apps represents a good opportunity to provide \nstudents with improved meaningful learning experiences, yet it also makes it quite 1 3 Education and Information Technologies (2022) 27:11759–11779 11763 difficult for teachers to select and implement the most suitable app in accordance \nwith curricular content to be taught in lessons. Although previous research has well \ndocumented the benefits from the use of smartphone apps on learning-related out-\ncomes in students such as increased levels of in-classroom and leisure-time PA, the \nquestion about the curricular approach to smartphone apps to be used by teachers to \nteach specific curricular contents in the classroom remains still to be examined. To \nthe best of our knowledge, no studies were found to analyse smartphone apps to pro-\nmote PA in the school context and its potential relationships to the curriculum and \npossible use by PE teachers. At the same time, Koekoek and van Hilvoorde (2018) \nthought over the need to understand the way teachers select digital technology, with-\nout losing educational goals. Further, this question becomes even more important \ndue to the great use of digital technology in general, and particularly smartphone \napps in PE to adapt the implementation of curriculum to the new instructional mod-\nels derived from the COVID-19 pandemic (López-Fernández et al., 2021). This research attempts to provide a response to the questions about which smart-\nphone apps on PA and sports are linked directly to secondary curriculum for PE, \nand how PE teachers might implement them to teach curricular content with the \npurpose of promoting leisure-time PA from the school context of PE. Therefore, the \naim of this research was threefold. The first objective was to carry out a systematic \nsearch for smartphone apps focused on PA and sport that are available in the Google \nPlay. The second objective included a quality assessment for every smartphone app \nincluded in this study. 1.4  \u0007The current research and research question The third objective consisted of the analysis of the relation-\nship between every smartphone app and the PE curriculum, as well as the provision \nof possible strategies for the implementation of each app. 2.1  \u0007Search strategy Systematic searches were individually completed by two researchers (R1 and R2) \nin Google Play Store between 12th January 2021 and 31st March 2021. The identi-\nfication of apps was performed using the following search terms: “physical educa-\ntion”, “physical activity”, “health”, “fitness”, “sport”, “body expression”, “corporal \nlanguage”, “dance”, “outdoor physical activity”. Search terms were entered into the \nGoogle Play Store in isolation or in different combinations based on Boolean logic \n(i.e., AND, NOT, OR). 2.3  \u0007Quality assessment In line with previous app reviews, an app quality assessment was completed through \nthe Mobile App Quality Ratings (MARS) (Stoyanov et  al., 2015). It includes 23 \nitems divided into 5 dimensions: engagement (5 items, e.g., “interest”), functionality \n(4 items, e.g. “ease of use”), aesthetics (3 items, e.g. “Visual appeal: How well does \nthe app look?”), information quality (7 items, e.g. “accuracy of app description”), \nand subjective quality (4 items, e.g. “Would you recommend this app?”) (Stoyanov \net al., 2015). Every item is answered on a 5-point Likert scale ranging from 1 (inad-\nequate) to 5 (excellent). To gather quality evidence for each app, a global average \nscore from the mean of each MARS dimension was estimated (Stoyanov et  al., \n2015). This assessment was independently carried out by three reviewers (R1, R3 \nand R6). Likewise, disagreements were solved by a consensus meeting between the \nreviewers and the main authors of this study. 2.2  \u0007Inclusion criteria and selection process In this phase, a second set of inclusion criteria was estab-\nlished to identify the apps that would be included in this study. They would be \nincluded when: a) their use is allowed to underage; b) they are free (Bearne et al., \n2020; Simões et al., 2018); c) user score of at least 4 (scale range 1 to 5) follow-\ning previous app reviews (Bearne et al., 2020; Simões et al., 2018); d) a number \nof user scores equal to 100 or higher (Bearne et al., 2020; Simões et al., 2018). Two reviewers (R5 and R6) individually evaluated the names and descriptions of \nthe apps against the established inclusion criteria using a checklist (answer: yes, \nor not). A consensus meeting was held to resolve disagreements between both \nreviewers with the help of the main author of this research. 2.2  \u0007Inclusion criteria and selection process The apps selection process was developed in two phases. In the first phase and \nafter removing duplicates, apps were retrained and registered in a database \nwhen they met the following criteria: a) they were written in Spanish or English \n(description and application), and b) they had the main goal focused on PA pro-\nmotion. Apps could be used in isolation or in combination with an external device 3 Education and Information Technologies (2022) 27:11759–11779 11764 (e.g., PA tracker) or a back-office system, for instance, to communicate with a PE \nor PA professional. This first phase was carried out by two reviewers (R3 and R4) \nwho individually evaluated the names and descriptions of the apps against these \ntwo criteria using a checklist (response: yes, or not). To solve disagreements, a \nconsensus meeting was held between both reviewers and the main author of this \nresearch. The apps identified in this first phase were, then, included in the sec-\nond selection phase. In this phase, a second set of inclusion criteria was estab-\nlished to identify the apps that would be included in this study. They would be \nincluded when: a) their use is allowed to underage; b) they are free (Bearne et al., \n2020; Simões et al., 2018); c) user score of at least 4 (scale range 1 to 5) follow-\ning previous app reviews (Bearne et al., 2020; Simões et al., 2018); d) a number \nof user scores equal to 100 or higher (Bearne et al., 2020; Simões et al., 2018). Two reviewers (R5 and R6) individually evaluated the names and descriptions of \nthe apps against the established inclusion criteria using a checklist (answer: yes, \nor not). A consensus meeting was held to resolve disagreements between both \nreviewers with the help of the main author of this research. (e.g., PA tracker) or a back-office system, for instance, to communicate with a PE \nor PA professional. This first phase was carried out by two reviewers (R3 and R4) \nwho individually evaluated the names and descriptions of the apps against these \ntwo criteria using a checklist (response: yes, or not). To solve disagreements, a \nconsensus meeting was held between both reviewers and the main author of this \nresearch. The apps identified in this first phase were, then, included in the sec-\nond selection phase. 3.1  \u0007App selection process Figure 1 shows a flow diagram for the app selection process. A total of 4650 apps \nin Google Play Store were initially identified. After removing duplicates (κ = 1.00) \nand out-of-scope apps (κ = 0.95), 432 app titles and descriptions were screened for \neligibility based on a set of inclusion criteria (κ ranging from 0.85 to 1.00). Once \nthis app selection process was completed, 18 apps were definitively included in this \nstudy. 2.4  \u0007Relationships between apps included and PE curriculum Once apps were included in this research, the authors individually downloaded the \ndifferent apps and proceeded to individually analyse them by taking into considera-\ntion the four content blocks (i.e., fitness, health and life quality; games and sports; \nbody expression; and outdoor physical activities), established after the analysis of \nthe Spanish secondary PE curriculum (Orden 15 of January, 2021; Royal Decree \n1105/, 2014), and its respective implementation in the classroom. Subsequently, \neach author proposed a series of possible practical applications for every app. Lastly, \na meeting was held to agree both points and to resolve disagreements among the \nauthors. 3 Education and Information Technologies (2022) 27:11759–11779 11765 2.5  \u0007Data analysis For categorical data from a checklist, the degree of agreement among reviewers was \ncomputed using the kappa (κ) index. Consistent with Landis and Koch (1977), there \nis an insignificant agreement with values below 0.20, small with values between \n0.21 and 0.40, moderate with values between 0.41 and 0.60, acceptable with values \nbetween 0.61 and 0.80, and excellent with values between 0.81 and 1.00. For con-\ntinuous data from MARS scores, the degree of agreement between reviewers was \nestimated by the intraclass correlation coefficient (ICC, model: bidirectional mixed \neffects, absolute agreement). According to Koo and Li (2016), there is a poor agree-\nment when values are less than 0.50, moderate when values are between 0.50 and \n0.75, good when values are between 0.75 and 0.90, and excellent when values are \ngreater than 0.90. 3.2  \u0007App quality The total MARS mean score was 4.00 (SD = 0.50) out of 5 (ICC = 0.90, \n95%CI = 0.80–1.00) for the totally of apps included in this research. The dimen-\nsion with the highest score was subjective quality (M = 4.30, SD = 0.50; \nICC = 0.89, 95%CI = 0.80–0.97), followed by functionally (M = 4.25, SD = 0.25; \nICC = 0.85 95%CI = 0.76–0.94), aesthetics (M = 4.20, SD = 0.20; ICC = 0.90, \n95%CI = 0.79–0.95), information quality (M = 3.75, SD = 0.70; ICC = 0.89, \n95%CI = 0.80–0.97), \nand \nengagement \n(M = 3.70, \nSD = 0.60; \nICC = 0.81, \n95%CI = 0.76–0.88). 3.3  \u0007Links with the secondary PE curriculum The 18 apps that met the inclusion criteria were organized according to the four \ncontent blocks present in the Spanish secondary PE curriculum: 1) fitness, health \nand life quality, 2) games and sports, 3) body expression, and 4) outdoor PA (Orden \n15 of January, 2021; Royal Decree 1105/, 2014). A description of each of them is 3 3 Education and Information Technologies (2022) 27:11759–11779 11766 Fig. 1   Flow diagram displaying the app selection process Fig. 1   Flow diagram displaying the app selection process shown, as well as proposals for possible applications to PE, which should be under-\nstood as ideas that teachers must adapt to variables such as the characteristics of \ntheir students and schools, among others. 3.3.1  \u0007Apps for fitness, health and life quality Table 1 yields eight apps to be used in PE for the curricular contents related to fit-\nness, health and life quality. These apps would allow students and/or teachers to \ncreate individual and collective physical challenges, to encourage them to prepare \nexercise for the group-class or to work with other subjects in an interdisciplinarity \nmanner. 3.3.2  \u0007Apps for games and sport Table 2 shows the two apps selected for games and sports contents in PE. Both apps \nwould enable students to organise competitions and to create teams for sports activi-\nties. In addition, the two apps would facilitate interdisciplinary work with other \nsubjects. 1 3 3.3.4  \u0007Apps for outdoor physical activities Table 4 shows the four apps that can be used in order to address outdoor physi-\ncal activities from a curricular perspective in PE. They would allow students to \norganise and conduct sports events in natural and/or urban environments, in addi-\ntion to facilitating work with other subjects in an interdisciplinary way. 1 3 1 3 Education and Information Technologies (2022) 27:11759–11779 11767 Table 1   Apps linked to the fitness, health and life quality curriculum content block\n(*) Based on (Cabrera Ramos et al., 2019; Cummiskey, 2011; Gil-Espinosa et al., 2020; Mokmin & Jamiat, 2021; Papastergiou et al., 2021; Vega-Ramírez et al., 2020)\nFitness, health and life quality\nApp\nDescription\nPossible practical applications in ­PE(*)\nAdidas Runtastic\nDevelops activity tracking apps and services such as train-\ning logs, data analysis, comparisons to other users, and \nother functions to help users improve their overall fitness\nCreation of individual or collective challenges. Interdisciplinarity with subjects such as Geography and history and biol-\nogy, among others. Encourage the autonomy of the students by facilitating them to prepare \nthe exercises and physical activity and then share it with the rest of the \ngroup-class. Gowod\nAllows to test and improve the mobility and flexibility\nMapmyrun\nKnow your distance, pace, calorie burn, elevation, and more\nRealfooding\nFood database, food scan, food log, user community\nSmartwod generator\nWorkouts to choose based on the equipment available\nStrava\nInternet service for tracking human exercise which incorpo-\nrates social network features. It is mostly used for cycling \nand running using GPS data\nStretching & Flexibility at home\nAllows you to know popular stretching exercises\nSworkit\nAllows to customize and play personalized video workouts Education and Information Technologies (2022) 27:11759–11779 11768 Table 2   Apps linked to the games and sports curriculum content block\n*) Based on (Andre & Hastie, 2018; Cecchini and Carriedo, 2020; Díaz, 2020; Vega-Ramírez et al., 2020)\nGames and sports\nApp\nDescription\nPossible practical applications in ­PE(*)\nLeverade real play\nOrganisation of team sports activities\nAllows students to be empowered by organizing competitions. Interdisciplinarity with subjects such as mathematics. Team maker\nCreation of groups and teams Table 2   Apps linked to the games and sports curriculum content block 1 3 3 Education and Information Technologies (2022) 27:11759–11779 11769 3.3.3  \u0007Apps for body expression Table 3 displays four apps to address the curricular contents of body-expression \nin PE. These apps emphasise the possibility of creating choreographies, rhythms \nand characterisations autonomously. Furthermore, they would allow students to \nwork on creative projects. 4  \u0007Discussion The objective of this research was threefold. The first of them was to carry out a \nsystematic search for smartphone apps focused on PA and sport that are available \nin the Google Play. The second objective included a quality assessment for every \nsmartphone app included in this study. The third objective consisted of the analy-\nsis of the relationship between every smartphone app and the PE curriculum, as \nwell as the provision of possible strategies for the implementation of each app. The main results revealed a total of 18 smartphone apps included: eight apps \nwere suitable for fitness, health and quality of life curricular content; two for \ngames and sports content; four for body expression content; and four apps for \noutdoor PA content. The mean quality score was 4.00. This research contributes \nto the scientific literature a list of apps that, linked to curriculum blocks of PE \ncontent, could help to improve their educational use by PE teachers, consistent \nwith Almusawi et al. (2021), who concluded that PE teachers need technology to \nsave class time, making it more convenient for PE. A second contribution of the \nresearch is the design of possible practical applications in PE of the apps, linked \nto each of the curricular contents, based on the opinion of PE teachers and the \nreview of the scientific literature. This study expands on literature by shedding \nthe need to link the use of apps to the school curriculum and its contents. When we refer to the educational context, teachers must be very demanding \nwith the criteria for selecting the apps to be used. Of the 4650 apps initially iden-\ntified, only 18 were selected for possible application in the educational context. This suggests a proliferation and offer of apps that, although they might seem \nuseful in the educational process, for various reasons are not recommended. Of \nthe 18 selected apps, eight have been linked to the “fitness, health and life qual-\nity” content block, two to “games and sport”, four to “body expression” and four \nto “outdoor physical activities”. This could be motivated by the creation of these \napps for society in general and not specifically for the educational context and, 1 3 3 3 Education and Information Technologies (2022) 27:11759–11779 11770 Table 3   Apps linked to the body expression curriculum content block\n*) Based on (Bodsworth & Goodyear, 2017; Gorman, et al. 4  \u0007Discussion 2019; Martínez, 2019; Phelps et al., 2021)\nBody expression\nApp\nDescription\nPossible practical applications in ­PE(*)\nAcrosport eps\nPre-made body figures and involve students in a creation process\nLearning application based on creative projects, choreographic compositions, \nrhythm, characterizations, among others. ust dance\nSongs and choreographies without the need for a game console\nTikTok\nIs a video-sharing social networking service\nYoucam makeup\nTry makeup trends with live camera. Edit selfies with retouching able 3   Apps linked to the body expression curriculum content block\n) Based on (Bodsworth & Goodyear, 2017; Gorman, et al. 2019; Martínez, 2019; Phelps et al., 2021)\nBody expression\nApp\nDescription\nPossible practical applications in ­PE(*)\nAcrosport eps\nPre-made body figures and involve students in a creation process\nLearning application based on creative projects, choreographic compositions, \nrhythm, characterizations, among others. ust dance\nSongs and choreographies without the need for a game console\nTikTok\nIs a video-sharing social networking service\nYoucam makeup\nTry makeup trends with live camera. Edit selfies with retouching Table 3   Apps linked to the body expression curriculum content block\n(*) Based on (Bodsworth & Goodyear, 2017; Gorman, et al. 2019; Martínez, 2019; Phelps et al., 2021)\nBody expression\nApp\nDescription\nPossible practical applications in ­PE(*)\nAcrosport eps\nPre-made body figures and involve students in a creation process\nLearning application based on creative projects, choreographic compositions, \nrhythm, characterizations, among others. Just dance\nSongs and choreographies without the need for a game console\nTikTok\nIs a video-sharing social networking service\nYoucam makeup\nTry makeup trends with live camera. Edit selfies with retouching Table 3   Apps linked to the body expression curriculum content block\n(*) Based on (Bodsworth & Goodyear, 2017; Gorman, et al. 2019; Martínez, 2019; Phelps et al., 2021)\nBody expression\nApp\nDescription\nPossible practical applications in ­PE(*)\nAcrosport eps\nPre-made body figures and involve students in a creation process\nLearning application based on creative projects, choreographic compositions, \nrhythm, characterizations, among others. Just dance\nSongs and choreographies without the need for a game console\nTikTok\nIs a video-sharing social networking service\nYoucam makeup\nTry makeup trends with live camera. Edit selfies with retouching 1 3 1 3 3 Education and Information Technologies (2022) 27:11759–11779 11771 Table 4   Apps linked to the outdoor PA curriculum content block\n(*) Based on (Gallego-Lema et al., 2017; Jansson et al., 2019; Michalakis et al., 2020; Ruiz et al. 4  \u0007Discussion 2020)\nOutdoor physical activity\nApp\nDescription\nPossible practical applications in ­PE(*)\nGeocaching\nIt is based on hiding and finding “treasures” (objects left by \nusers) with the help of GPS\nCarrying out tours on the natural or urban environment. Interdisciplinarity with other subjects such as geography and history, biology, mathematics, \nphysics and chemistry. Calculation of scales and mathematics. QR scanner\nDecode QR codes directly\nMaps\nNavigate with GPS in real time\nMunzee\nGame based on geolocation, that is, through locations via GPS Table 4   Apps linked to the outdoor PA curriculum content block\n*) Based on (Gallego-Lema et al., 2017; Jansson et al., 2019; Michalakis et al., 2020; Ruiz et al. 2020)\nOutdoor physical activity\nApp\nDescription\nPossible practical applications in ­PE(*)\nGeocaching\nIt is based on hiding and finding “treasures” (objects left by \nusers) with the help of GPS\nCarrying out tours on the natural or urban environment. Interdisciplinarity with other subjects such as geography and history, biology, mathematics, \nphysics and chemistry. Calculation of scales and mathematics. QR scanner\nDecode QR codes directly\nMaps\nNavigate with GPS in real time\nMunzee\nGame based on geolocation, that is, through locations via GPS 1\nTable 4   Apps linked to the outdoor PA curriculum content block\n(*) Based on (Gallego-Lema et al., 2017; Jansson et al., 2019; Michalakis et al., 2020; Ruiz et al. 2020)\nOutdoor physical activity\nApp\nDescription\nPossible practical applications in ­PE(*)\nGeocaching\nIt is based on hiding and finding “treasures” (objects left by \nusers) with the help of GPS\nCarrying out tours on the natural or urban environment. Interdisciplinarity with other subjects such as geography and history, biology, mathematics, \nphysics and chemistry. Calculation of scales and mathematics. QR scanner\nDecode QR codes directly\nMaps\nNavigate with GPS in real time\nMunzee\nGame based on geolocation, that is, through locations via GPS Table 4   Apps linked to the outdoor PA curriculum content block\n(*)Based on (Gallego Lema et al 2017; Jansson et al 2019; Michalakis et al 2020; Ruiz et al 2020)\nOutdoor physical activity\nApp\nDescription\nPossible practical applications in ­PE(*)\nGeocaching\nIt is based on hiding and finding “treasures” (objects left by \nusers) with the help of GPS\nCarrying out tours on the natural or urban environment. Interdisciplinarity with other subjects such as geography and history, biology, mathematics, \nphysics and chemistry. Calculation of scales and mathematics. 4  \u0007Discussion QR scanner\nDecode QR codes directly\nMaps\nNavigate with GPS in real time\nMunzee\nGame based on geolocation, that is, through locations via GPS 1 3 Education and Information Technologies (2022) 27:11759–11779 11772 therefore, the most of them are related to physical condition, health and quality \nof life. Therefore, it would be advisable to involve and coordinate educational adminis-\ntrations in order to design apps for educational purposes, both in collaboration with \nteachers and with companies specializing in new technologies. In this way, com-\npliance with the inclusion criteria that are determined adequate would be guaran-\nteed and the work of the teaching staff would be facilitated. In this vein, Almusawi \net al. (2021) suggests a focus on readiness encourages collaboration between sectors \nand industries to bring out the best innovative solutions for PE, as well as the col-\nlaborations of different Ministries in the app design. Just as the administration, for \nexample, coordinates, controls and finances the textbooks to be used, one should \nstart thinking about a similar implication with new technologies. The quality of apps \ndesigned for children and adolescents (evaluation of commitment and quality of \ninformation) correlates with the number of techniques identified to change health \nbehaviors (Ng et  al., 2019). Another interesting variable to be considered in the \ndesign of the apps is that the interest in the use of mobile devices can have a novel \neffect that later disappears (Ridgers et al., 2018). However, initial motivation could \nserve to establish individual awareness of PA levels. PE teachers must assess the \napps, prior to use with students, so that they comply with the provisions of Organic \nLaw 3/, 2018, on the Protection of Personal Data and guarantee of digital rights, \nwhile also adjusting to the proposed objectives and the students involved. In minors, \nrequest authorization from legal guardians for use by students. Teachers are ultimately responsible for making the decision regarding the selec-\ntion and use of the apps, recommending a group or collective involvement of the \nstudents, whenever possible, in order to avoid isolation. A possible strategy could \nbe to provide challenging activities such as defiant, seeking self-efficacy, motiva-\ntion and that stimulate social support (Martins et al., 2016), paying special attention \nto promoting the adolescent’s perception of competence and positive experiences \n(Martins et al., 2018). In fact, presenting collective challenges has proven to be an \neffective methodological strategy (Gil-Espinosa et al., 2020). 4  \u0007Discussion Thus, physical activi-\nties that promote social relationships or include team activities are more likely to be \nsuccessful (Johansson & Ruud, 2016). Furthermore, combining school interventions \nwith family or community participation appears to be an effective strategy (Parody \net al., 2019). It is important to consider variables such as whether or not they are \nfree, the minimum age for registration and use, the need for authorization from legal \nguardians, the authorization of the educational center for the use of personal mobile \ndevices or the existence of advertising in the apps, among others. In any case, it is essential that teachers frame the use of apps for educational pur-\nposes such as increasing the students’ motivation towards PA, the implementation \nof more students-centered models or the work of digital competence, as some inves-\ntigations have already concluded (Gil-Espinosa et al., 2020; Zhao et al., 2016). In \nthis vein, Lau et al. (2011), in their review, provide evidence supporting the pos-\nitive effects of the use of digital technology in PA interventions for children and \nadolescents. 3 3 11773 Education and Information Technologies (2022) 27:11759–11779 Undoubtedly, the integration of the use of new technologies by students should \nguide us to work towards a responsible, formative, safe and educational use of them. In the case of PE, it is essential to guide students towards apps based on adequate \nscientific and technical criteria. Therefore, teachers must seek to empower students \nin the digital information age and, for this, they must have sufficient training to inte-\ngrate the use of digital technology in learning (Goodyear & Armour, 2018; Pereira \net al., 2019). This is how the Spanish curriculum establishes it in secondary educa-\ntion (Royal Decree 1105/, 2014). Therefore, taking into consideration that PE time during school hours is insuf-\nficient, the increase of PA levels of students during non-school hours should be pro-\nmoted (Gil-Espinosa et al., 2020). In this context, the use of apps is presented as a \nresource to promote strategies that increase adolescents’ PA and health (Böhm et al., \n2019; Cummiskey, 2011; Dute et al., 2016; Simões et al., 2018). Likewise, Lee and \nGao (2020) concluded that teachers are recommended to align the use of apps with \nthe PE learning goals. 4  \u0007Discussion Indeed, Cheng and Chen (2018) argued that the combination \nof traditional and a mobile APP support learning system is an effective approach \nthat would help students to improve their health-related fitness achievements. i\nThe strengths of this study include the systematic search for apps from Google Play, \nthe use of the MARS instrument to assess quality and its relationships with the PE cur-\nriculum in secondary education. Another strength is the participation of PE teachers of \nSecondary Education and University. Further, app ratings were performed by review-\ners and other ones participated in different phases. One highlight of this research is \nthat digital technology can be integrated with the PE curriculum to improve the teach-\ning-learning process and promote PA among students. Future research should test the \noverall effectiveness of apps designed to promote PA among adolescents considering \nits link with the official curriculum. Finally, research examining the accuracy of app \ncontent and developer expertise should also be of high priority. The limitations of this study include the exclusion of apps with low interrater \nreliability for the scoring of app quality through the MARS scale. This may be due \nto the subjective nature of some sections of the scale. The temporal relevancy of the \nresults from this study may also be considered a limitation. Another limitation was \nthe short period used for the individual assessment of each app. Likewise, it would \nbe convenient to carry out similar research in the App store. Conflict of interest  The author declares no conflict of interest. Conflict of interest  The author declares no conflict of interest. Open Access  This article is licensed under a Creative Commons Attribution 4.0 International License, \nwhich permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as \nyou give appropriate credit to the original author(s) and the source, provide a link to the Creative Com-\nmons licence, and indicate if changes were made. The images or other third party material in this article \nare included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the \nmaterial. If material is not included in the article’s Creative Commons licence and your intended use is \nnot permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission \ndirectly from the copyright holder. To view a copy of this licence, visit http://​creat​iveco​mmons.​org/​licen​\nses/​by/4.​0/. 5  \u0007Conclusions The results suggest that popular apps for measuring and, potentially, promoting PA \nare of moderate quality if we look at its use in the school context. The app content \nquality, particularly the use of international guidelines on linking PA to the official \ncurriculum could be improved. Furthermore, based on the findings from this assess-\nment, we suggest that education administrators and teachers should be involved \nin the development of apps targeting student’s PA behaviors; that apps should be \ndeveloped considering the target group (aged, motivation…) and the respective 3 Education and Information Technologies (2022) 27:11759–11779 11774 PA recommendations established by the WHO (2020); and consider the official \ncurriculum.fl More effort is needed to incorporate components that are more likely to influ-\nence PA behavior change, which is ultimately what they were developed for, while \nmaintaining good functionality. Educational administration and developers should \ncollaborate to provide self-monitoring and social comparison in students to enhance \na comprehensive, competency-based education. In summary, this study seeks to \nadvance research on the use of apps in PE, focusing on its link with the curriculum \ncontents. Funding  Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. Funding for open access charge: Universidad de Málaga / CBUA. Rafael Burgueño is, specifically, sup-\nported by a “Margarita Salas” postdoctoral fellowship (grant number: RR_A_2021_02) from the Spanish \nMinistry of Universities. Adriana Nielsen-Rodríguez is supported by “Formación del Profesorado Univer-\nsitario” grants from the Ministry of Education, Culture and Sport (Spain), grant number FPU17/01554. Data availability  The dataset generated for this study is available on request to the corresponding author. Declarations Competing interests  The authors report there are no competing interests to declare. References Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in physical education: Teach-\ners’ perspectives on readiness for wearable technology integration. 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Acta Gymnica, 46(2), 59–67. doi.​org/​10.​2196/​mheal​th.​9199 https://​doi.​org/​10.​\n5507/​ag.​2016.​010 Publisher’s note  Springer Nature remains neutral with regard to jurisdictional claims in published \nmaps and institutional affiliations. 1 3 1 3 11779 Education and Information Technologies (2022) 27:11759–11779 Authors and Affiliations\nFrancisco Javier Gil‑Espinosa1   · Adriana Nielsen‑Rodríguez2   · \nRamón Romance2   · Rafael Burgueño3 \n\t\nAdriana Nielsen‑Rodríguez \n\t\nadriananielsen@uma.es\n\t\nRamón Romance \n\t\narromance@uma.es\n\t\nRafael Burgueño \n\t\nrmburgueno@ual.es\n1\t\nAndalucía Tech, Faculty of Educational Sciences, IBIMA, Researching in Sport Sciences (RSS) \nResearch Group, Universidad de Málaga, Campus de Teatinos s/n, 29010 Málaga, Spain\n2\t\nAndalucía Tech, Faculty of Educational Sciences, Department of Didactics of Languages, \nArts and Sports, Human Kinetics and Body Composition Laboratory, Universidad de Málaga, \nCampus de Teatinos s/n, 29010 Málaga, Spain\n3\t\nDepartment of Education, University of Almeria, Almeria, Spain Francisco Javier Gil‑Espinosa1   · Adriana Nielsen‑Rodríguez2   ·\nRamón Romance2   · Rafael Burgueño3 Adriana Nielsen‑Rodríguez \nadriananielsen@uma.es Ramón Romance \narromance@uma.es 1\t\nAndalucía Tech, Faculty of Educational Sciences, IBIMA, Researching in Sport Sciences (RSS) \nResearch Group, Universidad de Málaga, Campus de Teatinos s/n, 29010 Málaga, Spain 1\t\nAndalucía Tech, Faculty of Educational Sciences, IBIMA, Researching in Sport Sciences (RSS) \nResearch Group, Universidad de Málaga, Campus de Teatinos s/n, 29010 Málaga, Spain 2\t\nAndalucía Tech, Faculty of Educational Sciences, Department of Didactics of Languages, \nArts and Sports, Human Kinetics and Body Composition Laboratory, Universidad de Málaga, \nCampus de Teatinos s/n, 29010 Málaga, Spain 3\t\nDepartment of Education, University of Almeria, Almeria, Spain 1 3"