Possibilities and implications of using a motion-tracking system in physical education

Abstract

Advances in technology have created new opportunities for enhanced delivery of teaching to improve the acquisition of game skills in physical education (PE). The availability of a motion-tracking system (i.e. the A-Eye), which determines positional information of students in a practice context, might offer a suitable technology to support pedagogical approaches in the teaching of movement skills in game situations. This paper explores the possibility and potential of using this technology to augment pedagogical practices in PE. Using examples from its implementation in sports science investigations and pilot work in a Singapore school, we discuss how such motion-tracking systems can be incorporated in schools, assisting practitioners in refining pedagogical practices. The implications of its wider use in a PE context will also be discussed.

Bewegungszeit, Belastungsintensität und Bewegungsumfang im Sportunterricht

“…In einigen Studien werden Bewegungsumfänge im Sportunterricht zwar begrifflich adressiert, thematisieren aber rein zeitliche oder aktivitätsbezogene Bedeutungsgehalte (Giese, Teigland, & Gießing, 2019;Kühnis et al, 2017). Zugänge, die Bewegungsumfänge räumlich-zeitlich operationalisieren, diskutieren die Möglichkeiten von Zeit-Bewegungsanalysen im Sportunterricht theoretisch (Chow, Tan, Lee, & Button, 2014) oder erfolgen implizit im Rahmen von sportmotorischen Testaufgaben (Engel et al, 2018;Wydra & Leweck, 2007). Ökologisch valide Daten zum Gesamtbewegungsumfang in Sportstunden und zu komplexen Inhalten des Sportunterrichts (z.B.…”

Top 10 Research Questions Related to Teaching Games for Understanding

“…Assessments (e.g., Perl & Memmert, 2011 ) in combination with (tracking) technology measure performances in authentic match situations. Tracking techniques can support a student-centered approach to teaching game performance and skills execution in PE, but it seems to be necessary to develop more advanced key game-related indicators (e.g., finding space, marking opponents, optimal locations of shots; Chow, Tan, Lee, & Button, 2014 ) to fully exploit the potential benefit.…”

The walking rhythm of physical education teaching: an in-path analysis

“…In relating this collateral learning to movement capabilities, motion-tracking systems in PE (e.g. Chow et al 2014; Barris and Button 2008) can potentially reveal 'hidden' patterned movements that teachers and pupils perform, but where the systems are limited when it comes to analytically explaining how these movements actually relate to learning environments. Examples of analyses that more explicitly address such a connection between didactic tasks and movement space is found in Gerdin's (2016) study of how disciplinary and gendered arrangements of movement can work as productive sources for pleasure and learning and in Jacklin's (2004) study of the discourse, interaction and spatial rhythms of pedagogic practice.…”