<![CDATA[Digital media and technology can clarify demonstrations, accelerate feedback, and strengthen reflection in physical education, but their use must preserve students’ active movement time. This study aims to describe the use of media and learning technologies in physical education, examine their contribution to student participation and movement understanding, and identify implementation constraints at SMP Negeri 4 Bengkulu City in 2025. A qualitative case-study approach is used to understand technology practices in authentic lessons. Data are planned to be collected through observations, interviews, student group discussions, and analysis of learning artifacts such as demonstration videos, rubrics, and reflection sheets. The draft thematic analysis produces five themes: technique visualization, video-based feedback, increased participation through clearer tasks, self- and peer-assessment, and technical and privacy constraints. Technology is most useful when applied briefly, focused on specific movement indicators, and immediately followed by opportunities to practice. Video recording helps students connect verbal information with visual evidence, but requires clear data-protection procedures. The study emphasizes that technology in physical education should support movement experiences rather than replace them. Teachers need technical, pedagogical, and ethical competence to manage media use proportionally while maintaining feedback quality, safety, active learning time, and student privacy.]]>
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