Digital Technology in Physical Education

Koekoek, Jeroen; Hilvoorde, Ivo van

doi:10.4324/9780203704011

Cited by 43 publications

(20 citation statements)

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“…Given the burgeoning interest in both teachers' and students' use of digital technology in PESP (c.f. Goodyear, Armour and Woods, 2018;Koekoek and van Hilvoorde, 2018;Wyant and Baek, 2018), we argue that it is particularly timely to explore the use of alternative perspectives such as appreciative inquiry to explore digital technology in PESP.…”

Section: Digital Technology In Pespmentioning

confidence: 99%

Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology

Sargent

Casey

2019

Sport, Education and Society

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Section: Digital Technology In Pespmentioning

confidence: 99%

Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology

Sargent

Casey

2019

Sport, Education and Society

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“…Nevertheless, digital technology can give new perspectives and opportunities as new developments are constantly emerging. But this is followed by a demand for new critical reflection and research into its potential benefits for PE (Koekoek and van Hilvoorde, 2018). It is crucial for PE teachers to understand how to select from all the digital information and technologies without losing sight of the main pedagogical and educational goals.…”

Section: Introductionmentioning

confidence: 99%

The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

Østerlie

Kjelaas

2019

Front. Educ.

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Objective: The discrepancy between observed and suggested levels of physical activity among adolescents urges society to obtain more knowledge and insight into how physical education (PE) in school can be beneficial for all individuals. The purpose of the present study was to examine the perceptions of adolescents of a flipped learning (FL) framework, applied to enhance student motivation and learning in PE. Methods: Ten students, from 13 to 17 years of age, were recruited from one secondary school and one upper secondary school from two different counties in Norway during the spring of 2016. The data were generated using semi-structured interviews, reduced, analyzed, and interpreted by constructivist grounded theory and stepwise-deductive induction traditions through constructivist and situated learning lenses. Results: It was demonstrated that the video format is preferred as preparation material over text material, that instructions on class activities are preferably given in the preparation material and not in class, and that the students did not report any negative aspects of FL. The students showed a positive perception of preparing for PE classes if the preparation material is in the form of a video, and if it has a clear connection to the upcoming class content and outcome aim(s). FL has a positive effect on student understanding and learning in PE, and FL produces a positive change in how students value PE. Conclusion: A clearly positive perception of FL in PE was demonstrated. FL seems to facilitate deep learning in PE, facilitated by motivation, knowledge, and the nature of the learning framework.

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“…In such a situation, managers of leisure away from home must pay close attention to the strategies of leisure at home service providers to improve PA. However, technological change does not always lead to (Koekoek & Hilvoorde, 2018). It can also provide new opportunities in LTPA (ibid).…”

Section: Technologicalmentioning

confidence: 99%

Future Drivers of Leisure Time Physical Activity in Iran

Ziaee

Aghaei

Saffari

et al. 2020

Physical Culture and Sport. Studies and Research

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AbstractPhysical activity can contribute to societal health and prevent antisocial behaviors. This study explored the driving forces facilitating these goals in Iran’s socio-cultural context. Through a literature review, investigation of available political documents, interviews with experts and consensus of the research team, seventy-three driving forces were explored from different domains and then categorised via the STEEPV framework. This framework considers drivers from Social, Technological, Environmental, Economic, Political, and Value/Cultural dimensions. The “sport/sport sciences” domain was also considered as an additional domain. In the next step, a questionnaire with an answer scale of 1 to 7 was distributed among experts. The fuzzy Delphi method was used to analyse the collected data. Results showed eighteen drivers from five domains (social, environmental, economic, technological and sport/sports sciences) dramatically influenced leisure time physical activity (LTPA) in Iran. “Physical activity opportunities for vulnerable groups” was identified as the most important driver for participation in LTPA. Results suggest the need for a multidimensional and thorough consideration by organisations, leisure managers and policymakers to discover methods to promote health-related physical activities in the future.

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Digital Technology in Physical Education

Cited by 43 publications

References 0 publications

Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology

Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology

The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

Future Drivers of Leisure Time Physical Activity in Iran

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