Using digital technology in physical education tailored to students’ learning phase

Walinga, Wytse; Consten, Arnold; Driel, Gert van; Kamp, John van der

doi:10.4324/9780203704011-11

Cited by 7 publications

(3 citation statements)

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“…Related work in this domain is often a combination of technology, training, and entertainment. From the training and pedagogy perspective, we stress the importance of training through playing [9,31,32,63] and using environmental constraints to enhance learning [10]. Athletes in sports typically rely on a specific set of skills that contribute to their overall efficacy.…”

Section: Related Workmentioning

confidence: 99%

Towards Smart Sports Exercises

Postma

Delden

Walinga

et al. 2019

Extended Abstracts of the Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts

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Section: Related Workmentioning

confidence: 99%

Towards Smart Sports Exercises

Postma

Delden

Walinga

et al. 2019

Extended Abstracts of the Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts

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“…Втім, дві популярні категорії програм зараз широко використовуються вчителямице мультимедійні інструкції (надають учням інформацію за допомогою планшетаце електронні книги, збагачені відео, 3D-графікою, анкетами, картинками тощо) та аналіз відео через тегування та затримку (призначені для точного, негайного та детального аналізу діяльності або рухових навичок шляхом відеозйомки, досягаючи автономного зворотного зв'язку. Як правило, вони включають такі функції, як уповільнений рух і відтворення, інструменти малювання, вимірювання кінематики (наприклад, швидкість руху, кути з'єднання тощо), а також параметри розділеного екрана для порівняння з моделями) [30].…”

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Діджиталізація Фізичного Виховання: Бар’єри Та Можливості

Саїнчук¹,

Вербин²,

Саїнчук³

2022

ВО НУОУ

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Розглянуто потенціал діджиталізації у фізичному вихованні та представлено форми цифрових технологій, які активно використовують зацікавлені викладачі фізичного виховання різних країн світу в своїй освітній діяльності. Встановлено, що пандемія COVID-19 прискорила імплементацію діджитал технологій у фізичне виховання. Окреслено переваги та недоліки онлайн фізичного виховання. Ознайомлено із двома можливими бар’єрами (правовим і гуманітарним) на шляху становлення діджиталізованого фізичного виховання.

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“…Video delay applications allow streaming the students' activity online and showing them on a tablet with a few seconds delay, which permits students to walk to the tablet and watch their performance (see Walinga et al, 2018). They can decide whether or not to obtain feedback on self-observation to monitor whether (some aspect of) the performance unfolded as planned.…”

Section: Explaining Self-controlled Feedback Benefits: Importance Of ...mentioning

confidence: 99%

Motor Learning Method Matters in Physical Education

Kok¹

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The intended learning outcomes of Physical Education (PE) in the Netherlands demand PE teachers to enhance their students’ motor skills and motivational beliefs. Current developments in PE emphasize the importance of understanding how motor learning methods can be adequately adapted to the needs of individual students and whether, and how, digital applications can be implemented to support motor learning and motivational beliefs. Based on previous –predominantly laboratory– studies, it seems that differentiation with explicit and implicit learning methods and application of self-controlled video feedback could be promising learning methods to apply in PE. However, applications of these motor learning methods should be tested in experimental studies that are representative for PE. The aim of the first part of this thesis was to study the relative benefits of explicit and implicit learning methods on students’ motor learning, self-efficacy, and perceived competence in two experimental studies (Chapter 2 & 3) in PE. We examined whether, and how, the potential benefits were constrained by individual student characteristics, such as verbal working memory capacity (Chapter 2 & 3), visuospatial working memory capacity (Chapter 2), and propensity for conscious motor control (Chapter 3). In the first study, grade 7 and 8 primary school students with special educational needs practiced balancing a slackline. The second study included first year students of a mainstream secondary school who practiced a layup. In both studies, the students practiced either with explicit or with implicit guidance of a PE teacher. At a group level, practice with either explicit or implicit learning methods was similarly successful in improving motor skill and self-efficacy or perceived competence. The influence of the individual constraints in explaining the effectiveness of explicit and implicit learning was significant but smaller than anticipated, since we only found significant effects of verbal working memory capacity, and only in the study that was situated in special education schools. The aim of the second part of this thesis (Chapter 4 & 5) was to verify whether, and how, application of self-controlled feedback in PE benefits motor learning and motivational beliefs compared to adoption of video feedback without this self-control and compared to a traditional teacher-controlled setting without video feedback. In an experimental learning study, grade one secondary school students practiced shot-putting during regular PE lessons. In the two video feedback groups (self- and externally controlled), we incorporated a broader application of self-regulation compared to earlier laboratory studies (as described in Chapter 4). Although students improved their motor performance and self-efficacy, differences between groups arose only in motivational measures and not in motor learning outcomes. Students in the self-controlled video feedback group reported a higher perceived learning effect than students who practiced with externally controlled video feedback. Furthermore, self-efficacy improved significantly in the self-controlled video feedback and traditional teacher-controlled group, while no significant changes in the externally controlled video feedback group were found. Based on the findings of the studies presented in this thesis, I would recommend PE teachers to be aware that cognitive characteristics of the students may affect the effectiveness of explicit and implicit learning methods. They can adopt more explicit learning methods in children with a relatively high verbal working memory capacity and try to evoke a more implicit learning process in children with a relatively low verbal working memory capacity. In addition, self-controlled video feedback as applied in Chapter 5 seems promising for PE. More study is needed to obtain (further) delineation of individual- and task constraints that influence explicit and implicit learning and learning with self-controlled video feedback. Furthermore, a challenging task for future research is to examine how self-controlled video feedback influences self-regulatory processes during practice.

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Using digital technology in physical education tailored to students’ learning phase

Cited by 7 publications

References 1 publication

Towards Smart Sports Exercises

Towards Smart Sports Exercises

Діджиталізація Фізичного Виховання: Бар’єри Та Можливості

Motor Learning Method Matters in Physical Education

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