<![CDATA[The rapid digital transformation in physical education demands that teachers integrate technology with pedagogical skills. However, empirical evidence regarding the predictive power of digital literacy on physical education teachers' pedagogical competence remains limited. This study aims to examine the relationship between digital literacy and pedagogical competence among elementary school physical education teachers in Gorontalo City. A quantitative correlational design with simple linear regression was employed, involving 30 field-sampled elementary physical education teachers. Empirical data were collected directly using validated 40-item Likert-scale questionnaires for both variables. Descriptive results indicated high average levels of digital literacy (M = 158.40, SD = 14.88) and pedagogical competence (M = 161.23, SD = 14.97). Simple linear regression revealed a positive correlation (r = 0.3025) and a linear equation of Y = 113.0362 + 0.3043X, with digital literacy accounting for 9.15% (R² = 0.0915) of the variance in pedagogical competence, although not statistically significant (F = 2.8199, p = 0.1042). These empirical findings imply that while digital literacy acts as a supporting enabler, physical education pedagogical competence relies primarily on core field-based mastery. Professional development should focus on contextual digital-pedagogical integration.]]>
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