Formative assessment of motor learning through digital tools in physical education: A systematic literature review

Formative assessment (FA) is widely recognized for enhancing student involvement and learning success. Grounded in the FA approach, which emphasizes continuous feedback and student autonomy, this systematic review explores the use of FA for teaching and learning in physical education (PE), with a focus on the potential of digital tools. This is the first review to systematically examine the intersection of FA and technology within the PE context. The review provides an overview of the use of digital tools for both the FA of students’ motor learning and teacher training modules aimed at improving FA competence. Following PRISMA guidelines, a systematic search was conducted in two databases (Web of Science and SCOPUS) and one meta-database (EBSCOHost), using key terms related to PE, motor learning, digital tools, and assessment. A total of 15 studies published between 2010 and 2025 met the inclusion criteria. Despite differences in contexts and methodologies, the findings consistently show that implementing FA through digital tools enhances both motor learning in students and assessment competence in PE teachers. The included studies highlight the benefits of video analysis tools, such as instant replay and posture analysis, in promoting student engagement and motor learning. Furthermore, digital tools were found to address critical gaps in traditional FA-related teacher education. Overall, the review underscores the transformative potential of digital tools in promoting evidence-based teaching and learning practices in PE. Integrating these tools into FA practices allows educators to move beyond summative assessments, fostering a more individualized and student-centered approach to motor learning.