The integration of sports science research into teacher education programs has become increasingly important in enhancing the quality and effectiveness of physical education. This article explores how evidence-based findings from sports science—including biomechanics, physiology, motor learning, and exercise psychology—can be systematically incorporated into the preparation and professional development of physical education teachers. The study examines current models of teacher education, identifies gaps between research and classroom practice, and highlights strategies for bridging theory and application. Emphasis is placed on research-informed pedagogy, interdisciplinary collaboration, and reflective practice as key mechanisms for improving teacher competence. The article also discusses challenges such as limited research literacy, curricular constraints, and institutional barriers. The findings suggest that integrating sports science research into teacher education programs can strengthen instructional quality, promote safe and effective physical activity, and support the development of competent, evidence-based practitioners. Ultimately, the study underscores the need for aligning teacher education curricula with contemporary sports science research to prepare future-ready physical education teachers.

Sports science; teacher education; physical education; research-based practice; professional development; biomechanics; exercise physiology; motor learning; evidence-based teaching; curriculum integration.

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