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Information and communication technologies in education are an integral part of the educational landscape, and physical and sports education is no exception. Digital integration models have been proposed to describe the procedures, stages, and principles that facilitate the use of digital technologies in teaching. Our contribution aims to describe two of these models (SAMR and ASPID) and to highlight some of their limitations. In particular, their lack of scientific foundation calls for epistemological vigilance when considering their potential use in scientific research on interventions in physical education and sport. We also advocate for the use of more systemic models to reveal the complexity of teaching and learning activities within systems integrating digital technologies.