ARTIFICIAL INTELLIGENCE AND PHYSICAL EDUCATION IN SCHOOLS: AN INTEGRATIVE REVIEW

Abstract

The advent of Artificial Intelligence (AI) imposes substantial challenges on pedagogical praxis, demanding new configurations in teacher training and teaching-learning strategies. This study aims to analyze the scientific production regarding the integration of AI in school Physical Education and teaching, identifying epistemological gaps and interventive potentialities. Methodologically, it is characterized as an integrative literature review, with a survey conducted in the CAPES Periodicals Portal and SciELO databases, covering the period from 2021 to 2025. After applying the eligibility criteria, a corpus of 10 articles was selected, and the data were organized into three thematic axes: (1) Teacher Training and Pedagogical Practices in Digital Culture; (2) School Physical Education and Teacher Education (Licentiate); and (3) AI in Physical Training and Bachelor's Degree. The results reveal a sharp disparity in academic production: studies with a technical focus on training and performance (Bachelor's degree) prevail, to the detriment of in-depth reflections on the daily routine of school Physical Education. Therefore, it concludes that there is an urgent need for teacher digital literacy, advocating that AI be incorporated into the curriculum not as a merely instrumental resource, but as a critical catalyst for the educational process.