This study explored the psychomotor changes experienced by 25 pre-service elementary teachers in a tee-ball class integrating the sport education model (SEM) and technology. Following the ADDIE model as an instructional design and research framework, a qualitative case study was conducted over 15 weeks. Participants engaged in various roles (e.g., player, coach, videographer) and utilized advanced technological tools, including drones and motion analysis applications. Field records, in-depth interviews, reflective journals, and digital outputs were analyzed inductively to capture the depth of their experiences. The findings revealed three primary developmental stages of psychomotor experience. First, the visualization of the senses occurred through real-time video feedback, which allowed participants to correct subjective sensations and objectively perceive their physical movements, effectively redefining their lived bodies. Second, the qualitative refinement of skills was achieved through structured, team-based feedback and roleplay, in which technology-mediated reviews helped minimize technical errors and refine complex physical techniques. Third, the optimization of pre-service teachers’ tactical responses was facilitated by drone-assisted macro-perspectives, significantly enhancing their spatial awareness and the speed of field reactions through tactical automation. Technology thus served as a vital mechanism for fostering physical competence in pre-service teachers, who often suffer from demonstration anxiety. By providing precise control over their bodies and success through objective data, the SEM–tech integration established a robust foundation for practical skill mastery. These results indicate that the integration of systematic training models and technology can support future physical education teacher training.