Abstract

The rapid integration of digital technology in higher education has emphasized the importance of teachers’ Technological Pedagogical Content Knowledge (TPACK). While prior research has linked TPACK to student learning outcomes, evidence in performance-based disciplines such as physical education (PE) remains limited. This study examines the relationship between students’ perception of teacher TPACK and student physical performance in university PE.  A cross-sectional correlational design was employed, with data collected from 436 undergraduate students using proportional stratified random sampling. Students’ perception of teacher TPACK was measured using an adapted TPACK.xs scale, and physical performance was assessed based on national fitness standards. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM).  Results indicate a significant positive association between students’ perception of teacher TPACK and physical performance (β = 0.589, p < 0.001). The model explains 34.6% of the variance in physical performance (R² = 0.346), with a large effect size (f² = 0.530).  These findings extend TPACK research to a performance-oriented context and highlight the relevance of students’ perceptions in understanding teaching effectiveness in PE.