The use of digital technologies in the sport and physical education lesson: Fostering need-supportive behaviours in physical education teachers

Abstract

<p>In primary and high school settings, the benefits of incorporating technology into curricula have been addressed by several studies; however, wearable technology integration as experienced by physical education teachers is less prevalent. Physical education teachers’ lack of confidence teaching P.E. using wearables, along with a lack of appropriate preparation and unclear curricula frameworks that define how wearables could be used, are additional factors which require further exploration. As such, due consideration of the opportunities and barriers that physical education teachers encounter with wearable usage is presented. This article contributes to pedagogical practices in physical education using wearable technology. This is achieved by highlighting the opportunities that wearable technology presents as a student learning support tool as wearable allow cross curriculum learning opportunities with science, technology, engineering and mathematics. In this paper, the practicality and curriculum relevance of wearable usage in physical education is highlighted. Our paper discusses implications for research and practice and provides a knowledge base for the establishment of professional development courses based on teacher needs.</p>

Exploring the digital psychology of environmental sustainability: the mediating influence of technological innovation in advanced physical education development in China”

“…Preliminary studies have examined how technology innovation and enhanced physical education synergistically support China’s environmental sustainability [ 60 – 61 ]. Technology and physical education have been shown to affect environmental awareness and behavior, but a few research has examined their combined influence in China [ 62 – 63 ]. Earlier research demonstrates that technical advances may solve environmental problems, but without a corresponding emphasis on environmental education, they may worsen them [ 64 – 65 ].…”