Technology Integration in Secondary Physical Education: Teachers’ Attitudes and Practice

Gibbone, Anne

doi:10.18785/jetde.0301.03

Cited by 58 publications

(47 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A decent level of computer literacy and an (assumed) interest in instructional technology seems not to lead to a trend in integrating more technology (and instructional media in general) into PE. Compared with a PE teacher sample in Gibbone et al (2010) who had positive attitudes toward technology use in PE, the sample in this study tended to have negative attitudes toward integrating technology in PE.…”

Section: Discussioncontrasting

confidence: 55%

“…Despite increased interest of PE teachers in technology stated in previous studies (Gibbone, Rukavina, & Silverman, 2010;Perrotta, 2013;Thomas & Stratton, 2006), the PE teachers in this study tended to not include technology in PE. These results mirror the findings by Kretschmann (2012) that reveal a negative and skeptical attitude to integrating technology in PE.…”

Section: Discussionmentioning

confidence: 78%

“…Only high school level PE teachers participated in this study, and this limits the results. Technology use and related PE philosophies are most likely to be different in school forms and grade levels (Gibbone et al, 2010;Woods et al, 2008). Primary school PE has different structures and principles than secondary school PE (Graham, Holt/Hale, & Parker, 2007), which leads to different technology applications and rationales (LaMaster, Barnes-Wallace, & O'Connor Creeden, 2002;Mitchell, 2001;Sun, 2012).…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

Kretschmann

2015

TPE

View full text Add to dashboard Cite

Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used to assess the PE teachers' computer literacy and instructional technology and media use in PE. Quantitative statistical procedures were performed to analyze the data. The majority of the PE teachers did not often use technology in PE. PE teachers' computer literacy had an effect on their technology use in PE. PE teachers' use of information and communication technologies (ICTs) such as laptops, Internet, and digital cameras showed statistically significant differences in their computer literacy levels (low, average, and high). The surveyed PE teachers tended to not use technology in PE. However, the higher their computer literacy level was, the more likely they were to include technology in PE.

show abstract

Section: Discussioncontrasting

confidence: 55%

Section: Discussionmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

Kretschmann

2015

TPE

View full text Add to dashboard Cite

show abstract

“…Research suggests that including technology in instruction can lead to a positive influence on both students and teachers (Gibbone, Rukavina & Silverman, 2010). To date, however, few studies have examined the implementation of technology into the PE curriculum as an educational tool to monitor PA levels or motivate students to increase PA.…”

mentioning

confidence: 99%

Middle School Students’ Free-living Physical Activity on Physical Education Days, Non-physical Education Days, and Weekends

Marttinen¹,

Fredrick²,

Silverman³

2018

Monten. J. Sports Sci. Med.

View full text Add to dashboard Cite

This study measured students' free-living Physical Activity (PA) in order to examine activity patterns of youth. Students (N=221) in 12-classes wore accelerometers to measure their PA over six weeks in and out-of-school while participating in a fitness unit. PA was significantly higher during Non-PE-Days and PE-Days than on Sundays. PA was significantly higher during baseline than weeks five and six. There were no significant differences between boys and girls in the number steps taken. Eighth-grade students had the lowest PA levels. On average, the students were attaining 60 minutes of MVPA. Students, however, did not often reach national recommendations. Girls reached their national recommendations five out of six weeks on days that they participated in PE. The results suggest that specific subgroups, such as adolescent girls, are getting the recommended PA but only when the PA is structured. A spike in PA during the first week suggested a possible motivational effect of the accelerometer.

show abstract

“…The Derri, Kioumourtzoglou, & Mouroutsos, 2003), and teachers' professional development (Emmanouilidou, Derri, Antoniou, & Kyrgiridis, 2012;Gibbone, Rukavina, & Silverman, 2010).…”

Section: Introductionmentioning

confidence: 99%

Development of a Questionnaire for Self-Evaluation of Teacher Effectiveness in Physical Education (SETEQ-PE)

Kyrgiridis

Derri

Emmanouilidou

et al. 2014

Measurement in Physical Education and Exercise Science

View full text Add to dashboard Cite

The purpose of the present study was to develop a reliable and valid questionnaire for the self-evaluation of teacher effectiveness in physical education (SETEQ-PE). Initially, 90 items, based on the findings of the international bibliography on teacher effectiveness and effective teaching, were formed and then categorized in 11 thematic units (phase 1). The questionnaire was completed by in-service physical education teachers (N = 470) in phase 2 (N = 250) and phase 3 of the study (N = 220). In each phase, the appropriate modifications were made on the basis of internal consistency and construct validity of the instrument. The final form of the SETEQ-PE consists of 25 items that evaluate six domains of teaching in physical education. The results showed that the self-evaluation questionnaire is a valid and reliable tool that can be used for assessing the work of the physical education teacher. Further, this tool might probably enhance a teacher's knowledge, understanding, motivation, and attitudes towards teaching.

show abstract

Technology Integration in Secondary Physical Education: Teachers’ Attitudes and Practice

Cited by 58 publications

References 23 publications

Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

Middle School Students’ Free-living Physical Activity on Physical Education Days, Non-physical Education Days, and Weekends

Development of a Questionnaire for Self-Evaluation of Teacher Effectiveness in Physical Education (SETEQ-PE)

Contact Info

Product

Resources

About