Corresponding Author: Nur Azlina Binti Mohamed Mokmin, Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia, 11800 USM, Pulau Pinang, Malaysia,+604-6536267 13 Advanced Journal of Technical and Vocational Education, 6 (1): 13-20, 2022 e-ISSN: 2550-2174 © RMP Publications, 2022 DOI: 10.26666/rmp.ajtve.2022.1.3 Augmented Reality Technology in Physical Education: A Systematic Review in Instructional Design, and AR Implementation Option Over the Last 5 Years. Ummie Haniffah Binti Ariffin, Nur Azlina Binti Mohamed Mokmin*, and Muhammad Aminuddin Akmal Bin Mohd Hamizi Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia, 11800 USM, Pulau Pinang, Malaysia. Abstract: Augmented Reality (AR) is one of the advanced digital technologies that is being used in education. As its growth globally, significant research has demonstrated the value of AR as a pedagogical resource in a variety of educational settings. However, little is known regarding the contribution of AR technology in the teaching and learning process in the context of Physical Education (PE), necessitating a thorough investigation. Hence, this systematic review is presented to identify the most commonly used instructional model in developing AR materials for PE and its implementation option towards undergraduates over the previous 5 years. With a total of 22 research papers analysed in this review, this paper provides vital insight that meets the study’s objectives. The findings indicate that ADDIE was the most frequently used instructional design by the previous researchers, and AR technology adoption was not the only option for undergraduates in the last five years. Key words: AR Technology, Instructional Design, Digital Learning Application, Physical Education, AR- Assist Instruction, INTRODUCTION Digital technologies are increasingly being employed to assist in the teaching and learning processes. As the country was afflicted by a pandemic outbreak, the trend of incorporating digital learning applications during lessons grew significantly. Augmented Reality (AR), one of the forms of digital technologies, is also not left behind. Unlike virtual reality where the environments are completely virtual, AR creates a mixed reality that offers the perception that virtual objects are present in the real world [1]. AR also has the ability to projects augmented images to users through optical see-through displays or see-through video displays, which are most commonly used in conjunction with a hand-held mobile device, such as a smartphone or tablet [2]. In light of the current dominance of gadgets such as tablets and smartphones in our country today, mobile-based AR has emerged as the most commercially viable product when compared to other types of AR technologies such as projector-based AR or Spatial Augmented Reality (SAR), and wearable augmented reality (WAR) [3]. In the present age, AR can be used in a variety of areas including educational aspects. There are a lot of subjects that are already emphasized in the utilization of AR. However, for subjects such as Physical Education (PE), the growth of research study or available AR apps in the market is still lacking. It is an important course that was introduced by the Ministry of Education (MOE) which previously applies video-assisted instruction in order to integrate the knowledge of sports with skill drilling [4]. It is also known as one of the subjects for the K-12 school curriculum in the form of a series of classes to guide students to become physically educated by encouraging people to promote good health by the exploration of sports and health activity [5]. Learning environments that utilise AR technologies have previously been known to be effective in promoting an active learning approach, owing to their ability to transfer taught knowledge into long-term memory after it has been learned [6]. In the intersection of AR and PE, some researchers underlined the suitability of this technology in PE class [7], [8]. One of the advantages of incorporating AR technologies into PE is that it can improve training experiences thanks to the use of a 3D camera that records every movement of a player which helps to describe the procedures and possible corrections based on the collected footage [9]. So that, the students can practice independently without the need to be frequently monitored by their coach. Besides that, it also has great potency to deliver the content in a three- dimensional perspective, (i) to facilitate simultaneous