To examine and plan experiences for educational games in education and sports education those are related to programming in this education and training content. In order to examine the examinations of academic achievements, the research is designed in digital education, as motor, affective, progress, and phenomena. The data for the study were gathered using the criterion sampling method in all 15 secondary education processes. It was coded as received, divided into themes, and assessed using content analysis. According to the research, games are told in a popular and widespread manner, particularly today. When the opinions of sports high school and science high school students about digital games are examined, it is discovered that digital games are a tool for evaluating free time; they support the preparation process for real life, they have a pleasant time during digital games, their ability to make quick decisions and foresight develop, they can make new friends, and they believe that it has positive effects on the development of reflexes. They stated that they have a negative social, academic, and physical impact, and that they are psychologically pushed to feelings of anger, stress, and guilt.

Mental and physical performance, digital game, phenomenology.