This systematic review synthesizes empirical evidence on the challenges associated with integrating technology to enhance student motivation in physical education (PE). Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the review examines pedagogical, institutional, and contextual barriers that influence the effective use of digital tools in PE settings. A structured review of peer-reviewed studies published between 2015 and 2024 was conducted, resulting in the inclusion of 27 empirical studies employing qualitative, quantitative, and mixed-methods designs. Thematic synthesis revealed two dominant and interrelated themes: Detrimental Dependency, which reflects the risk of excessive reliance on digital technologies that may reduce physical activity time and undermine core PE learning outcomes; and Confronting Digital Education’s Risks Amidst Integration Challenges, which encompasses teachers’ limited digital competence, pedagogical readiness, self-efficacy, curriculum constraints, insufficient professional development, and restricted access to technological resources. These challenges were further intensified in online and blended learning environments, where sustaining student engagement and delivering movement-based instruction remain persistent concerns. While technology demonstrates potential motivational and instructional benefits, the findings emphasize the necessity of a balanced, pedagogically grounded approach that positions digital tools as supportive rather than substitutive to authentic physical engagement. The review highlights implications for teacher education, professional development, and policy, underscoring the importance of integrated pedagogical frameworks and sustained institutional support to ensure effective and meaningful technology integration in physical education.