This study investigates the relationship between task-technology fit, teaching innovativeness, and teacher readiness to use wearable technology in physical education. Using partial least squares structural equation modelling, the research analyzed 346 survey responses from physical education teachers in Kuwait. The findings indicate a strong correlation between task-technology fit, teaching innovativeness, and teacher readiness. Specifically, task and technology characteristics positively relate to task-technology fit, while technology proficiency and attitudes towards co-creation positively relate to teaching innovativeness. The study provides theoretical insights into factors influencing task-technology fit and its relationship with teaching innovativeness. Practically, it suggests that supporting teachers' digital skills and integrating fit considerations into education technology selection are crucial for effective adoption and utilization of digital technologies in the classroom. Overall, the study enhances the understanding of teacher readiness by highlighting the interplay between task-technology fit and teacher innovativeness.This study investigates the relationship between task-technology fit, teaching innovativeness, and teacher readiness to use wearable technology in physical education. Using partial least squares structural equation modelling, the research analyzed 346 survey responses from physical education teachers in Kuwait. The findings indicate a strong correlation between task-technology fit, teaching innovativeness, and teacher readiness. Specifically, task and technology characteristics positively relate to task-technology fit, while technology proficiency and attitudes towards co-creation positively relate to teaching innovativeness. The study provides theoretical insights into factors influencing task-technology fit and its relationship with teaching innovativeness. Practically, it suggests that supporting teachers' digital skills and integrating fit considerations into education technology selection are crucial for effective adoption and utilization of digital technologies in the classroom. Overall, the study enhances the understanding of teacher readiness by highlighting the interplay between task-technology fit and teacher innovativeness.