Physical education (PE) and its teachers are destined to voluntarily or involuntarily follow processes of digital immersion associated with the mass consumption of digital media and with the current demands of both society and educational institutions. The use of mobiles, which is a social and omnipresent technology, is being increasingly generalized in both personal and professional areas of life; however, mobile use is virtually non-existent in the field of education. Educational institutions and teachers recognize the educational potential of mobile technology yet fail to implement its use. The use of office technologies in PE has already shown its value in both the preactive and proactive phases of the educational process, however, the kinetic learning processes associated to the active phase would benefit from alternatives such as mobile learning. The aim of the present article is to show the educational potential of mobile learning and to provide educators, researchers, and Apps developers with a framework outlining how to achieve it. Theoretical insights are important, but not sufficient. That is why orientations and concrete proposals are offered, explaining how and to what end should mobile devices be integrated into PE. Future debates, reflections, and research issues are also raised, focusing on the pedagogical dimension of mobile learning, and analyzing the ethical, social, and legal repercussions arising from the process of digital immersion.
