There have been a few disadvantages of integrating ICT into PE lessons concerning pupil progress, but the main concern is that it is challenging for educators to do so due to a selection of reasons. Firstly, a primary concern is the availability and support of technology in schools having an effect on the technology integration efforts made by teachers (Fu, 2013) which is displeasing because with adequate and reliable access to hardware, software and sufficient technical support, teachers can be more productive in planning to enhance pupils’ progression (Chen, 2010). This issue is mainly due to the culture of the school as integrating technology into education for teachers very much depends on the perception and vision of the school rather than the teacher (Plomp et al, 2007) implying that educators do not get support. The majority of PE departments report a lack of training in; using ICT, dealing with technical problems and the challenges that arise which obligates many teachers to take a more traditional approach of verbal explanations and demonstrations (Legrain et al, .2015). Furthermore, educators perceive that they are unable to integrate technology into their teaching due to funding so do not consider the idea (Eberline and Richards, 2013). It also confines teachers from applying ICT into their education due to the lack of training, comfort levels, availability of equipment and time constraints resulting in technology not becoming a commonplace in PE (Martin, 2003 cited in Gibbone et al, 2010).>