Wearable technology has made a positive impact in the consumer industry with its focus on adult fitness. Devices and applications are pervasive, inexpensive and are in high demand. Our nation struggles with obesity and health concerns related to poor fitness. However, the research on such technology has been more focused on adults. Therefore, the need to investigate wearable technology for fitness improvement with children is essential. Children lead increasingly sedentary lifestyles through TV watching, technology-use and a reduction in physical activities. Further, our society is exposed to quick food loaded with calories. These factors contribute to the growing epidemic of childhood obesity. The need to educate students early, on their ability to monitor their fitness, is the focus of this research. This dissertation investigated the impact of an integrated technology-enhanced physical education model with 127 fifth grade students over an 11-week period. A detailed analysis, looking at theoretical perspectives across multiple data collections was conducted. This study answered the questions, 1. To what extent can students improve their performance with technology-enhanced physical education? 2. To what extent can students learn to self-monitor their performance levels? How do affective components impact teaching and learning with a technology-enhanced physical education model? Results showed that technology-enhanced physical education does improve performance measures, does improve students' ability to self-regulate and positively impacts student and teachers' affective states. However long term results were inconclusive, stimulating multiple, potential opportunities for continued research.