Longitudinal associations between generative artificial intelligence adoption and university PE teachers’ professional competence

Background: Generative artificial intelligence (GenAI) is increasingly integrated into educational practice, yet longitudinal evidence regarding its role in teachers' professional development remains limited, particularly in physical education contexts characterized by embodied teaching. Methods: This study employed a three-wave longitudinal design over 1 year to examine the dynamic associations between GenAI adoption and professional competence among 558 university physical education teachers in China. Cross-lagged panel modeling was used to test the longitudinal mediating role of self-regulated learning and the moderating effect of teaching experience. Results: The results showed that GenAI adoption exhibited a significant and sustained positive association with teachers' professional competence across time. Self-regulated learning functioned as a longitudinal mediator linking GenAI adoption to professional competence. Moreover, teaching experience negatively moderated this indirect pathway, such that the mediation effect was stronger among early-career teachers than among those with longer teaching experience. Conclusion: By integrating the Technological Pedagogical Content Knowledge (TPACK) framework with self-regulated learning and career stage perspectives, this study extends prior cross-sectional research by elucidating the dynamic mechanisms through which GenAI adoption is associated with teachers' professional competence development. The findings highlight the importance of differentiated and targeted digital empowerment strategies in physical education.