The integration of technology into physical education (PE) has become essential for modern teaching practices, yet many educators face challenges in adopting digital tools effectively. Gamification—the application of game-like elements in non-game contexts—has emerged as a promising strategy for professional development, enhancing teachers' motivation, engagement, and skill acquisition. This study explores the impact of gamified training programs on technology integration practices among PE teachers.

Drawing on Self-Determination Theory (SDT) and Flow Theory, the research investigates how elements such as points, leaderboards, badges, and challenges influence teachers’ intrinsic motivation and willingness to incorporate digital tools in their teaching. A systematic review of existing literature and empirical studies highlights the effectiveness of gamification in professional learning environments, demonstrating increased technology adoption rates and improved digital pedagogy skills among PE educators.

Findings suggest that gamified professional development fosters collaborative learning, self-efficacy, and adaptability—key factors for successful technology integration. Additionally, results indicate that game-based elements enhance engagement and reduce resistance to digital transformation in PE settings. However, the study also identifies potential limitations, such as the risk of extrinsic motivation dependence and varying individual responses to gamification.

This research underscores the need for well-designed gamified training programs tailored to PE educators' specific needs, ensuring sustainable and effective technology adoption. Future studies should explore long-term effects and optimal gamification strategies for professional development in physical education.

Keywords: Gamification, professional development, physical education, technology integration, teacher training.