ABSTRACT
There are currently a whole range of health-related digital technologies available for use across a range of international and socio-economic contexts (Lupton, 2018). Notably, there are a number of different exergames, health-related apps and wearable health devices focused on aspects of health such as wellness, diet/nutrition and physical activity (Lupton, 2018; Quennerstedt et al., 2016). In addition, social media has become a very popular health-related space in the lives of contemporary young people, where a significant body of user-generated health-related information is created and shared on a daily basis (Goodyear, Armour and Wood, 2019; Hausmann et al., 2017). The health landscape is therefore vast and there are numerous digital spaces where health-related learning can take place. Yet we currently know very little about the role of digital technologies in physical education (Casey, Goodyear and Armour, 2017), and the opportunities, challenges and pitfalls presented by the dramatic increase in use of exergames, social media, apps and wearable health devices by young people (Goodyear and Armour 2019; Goodyear, Armour and Wood, 2019; Quennerstedt et al., 2016; Wartella et al., 2016). Beyond reports that physical educators are enthusiastic about technology integration, there is limited robust evidence on how health-related digital technologies have operated as an influential learning resource in a physical education context ( Casey, Goodyear and Armour, 2016 , 2017; Koekoek and Hilvoorde, 2018).
