There are a range of digital technologies available for use in education and a number of pedagogical approaches reported to support technology integration and pupil learning in physical education contexts. The use of technology by practitioners at present, however, is far from omnipresent. The purpose of this study was to explore the barriers and facilitators to purposeful technology integration when using the Cooperative Learning model in physical education. Data are presented from an action research project that focused on how a teacher-researcher used iPads within the Cooperative Learning model to support pupil learning. An athletics (track and field) unit was taught to 2 separate classes (36 pupils in total) using the key features of the Cooperative Learning model. The teacher-researcher used action research as a professional learning mechanism to refine her practice through gathering data from focus groups interviews with pupils, teacher-researcher reflections and a colleague's observation. Following the unit, data were analysed through inductive analysis and constant comparison and the authors engaged in a peer examination process. Unfamiliarity with technology and poor group cooperation were identified as initial barriers to pupil learning when integrating technology. If practitioners are to purposefully integrate digital technologies into physical education and ensure technology can help students to learn optimally, practitioners should engage with a reflexive process of learning, such as action research, to refine and develop their practices.