PEDAGOGICAL, COGNITIVE AND METHODOLOGICAL ASPECTS OF DIGITALISATION IN PHYSICAL EDUCATION
Abstract
The implementation of digital education technology into the school subject of physical education (PE) has become a challenging trend of contemporary pedagogy. This paper emphasises the importance of the pedagogical, cognitive and methodological aspects of digitalisation in PE. The research presented examined the attitudes of PE teachers in primary and secondary schools towards digitalisation in PE. The research has three goals: 1. Theoretical-the review of all the international and national sources relevant for the perception of the theoretical aspects of introducing digitalisation into physical education teaching; 2. Cognitive-the study of PE teachers’ attitudes towards digitalisation in PE as a school subject; 3. Applicable-a contribution to raising awareness about the importance of PE improvement. The methods used in the empirical research were the descriptive method, the survey and scaling technique with a questionnaire as the instrument and the assessment Likert-type scale (DOUF/DEIP). The questionnaire comprised of four closed-ended questions and the scale containing 40 items. The sample included 126 PE teachers from Serbia. The obtained results were calculated by the SPSS software version 24, used for the statistical data processing. The following statistical parameters for displaying results were used: frequency (f), percentage (%), arithmetic mean (M), standard deviation (SD), Pearson’s chi-squared test (χ2), the t-test and ANOVA F-test. The research results show that PE teaching is undergoing digitalisation and that teachers have positive attitudes towards digital competences, technologies and the connection between digital education and quality of teaching, schoolchildren’s academic achievements and the teacher’s role.
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Baltezarević, B., & Baltezarević, V. (2019). eSports as a new playground. Facta Universitatis Series Physical Education and Sport, 17(1), 23-30.
Banville, D., & Polifko, M. (2009). Using digital video recorders in physical education. Journal of Physical Education, Recreation and Dance, 80(1), 17-21.
Bodsworth, H., & Goodyear, V. (2017). Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education. Physical Education and Sport Pedagogy, 22(6), 563-579.
Calandra, B., Gurvitch, R., & Lund, J. (2008). An exploratory study of digital video editing as a tool for teacher preparation. Journal of Technology and Teacher Education, 16(2), 137-153.
Casey, A., & Jones, B. (2011). Using digital technology to enhance student engagement in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), 51-65.
Casey, A., Goodyear, V.A., & Armour, K.M. (2017). Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport, Education and Society, 22(2), 288-304.
Chumbley, J., & Griffiths, M. (2006). Affect and the computer game player: the effect of gender, personality, and game reinforcement structure on affective responses to computer game-play. Cyber Psychology and Behavior, 9(3), 308-316.
Dobraš, R., Dragosavljević, P., Vučković, I., Gadžić, A., & Lepir, D. (2013). The impact of the motivational intervention on students' motor abilities. Fizička kultura, 67(1), 24-32.
Džinović, D., & Martinović, D. (2018). Savremene tehnologije u fizičkom vaspitanju kao faktor poboljšanja motoričkih sposobnosti dece. Inovacije u nastavi (Modern technologies in physical education for improving the motor skills of children), Inovacije u nastavi, 31(3), 88-95. In Serbian
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Goran, M., & Reynolds, K. (2005). Interactive multimedia for promoting physical activity (IMPACT) in children. Obesity Research, 13(4), 762-771.
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Rajić, S., & Tasevska, A. (2019). The role of digital games in children’s life. Inovacije u nastavi, 32(4), 97-108.
Ristić, M., & Blagdanić, S. (2017). Nove perspektive u obrazovanju-vanučionička nastava u digitalnom okruženju (New perspectives in education: Extracurricular teaching in the digital environment). Inovacije u nastavi, 30(2), 1-14. In Serbian
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Sandeep, S. (2011). Learning system for digitalization of an educational institution. United States Patent Application Publication, 1, 1-12.
Semiz, K., & Levent Ince, M. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7), 1248-1265.
Staiano, A., & Calvert, S. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2), 93-98.
Standage, M., Duda, J.L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97-110.
Višnjić, D., & Marković, M. (2018). Mišljenja nastavnika o programima fizičkog vaspitanja u starijim razredima osnovne škole kao osnova za njihovo inoviranje (Opinions of teachers about the programmes of physical education in the higher grades of primary school as a basis for their innovation). Inovacije u nastavi, 31(2), 94-100. In Serbian
Vogt, T., Rehlinghaus, K., & Klein, D. (2019). School sport facing digitalisation: a brief conceptual review on a strategy to teach and promote media competence transferred to physical education. Journal of Physical Education and Sport, 19(4), 1424-1428.
Yaman, C. (2008). The abilities of physical education teachers in educational technologies and multimedia. Turkish Online Journal of Educational Technology, 7(2), 20-31.
education: Perceptions of the faculty. Doctoral Dissertation. Fayetteville: University of Arkansas.
Baltezarević, B., & Baltezarević, V. (2019). eSports as a new playground. Facta Universitatis Series Physical Education and Sport, 17(1), 23-30.
Banville, D., & Polifko, M. (2009). Using digital video recorders in physical education. Journal of Physical Education, Recreation and Dance, 80(1), 17-21.
Bodsworth, H., & Goodyear, V. (2017). Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education. Physical Education and Sport Pedagogy, 22(6), 563-579.
Calandra, B., Gurvitch, R., & Lund, J. (2008). An exploratory study of digital video editing as a tool for teacher preparation. Journal of Technology and Teacher Education, 16(2), 137-153.
Casey, A., & Jones, B. (2011). Using digital technology to enhance student engagement in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), 51-65.
Casey, A., Goodyear, V.A., & Armour, K.M. (2017). Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport, Education and Society, 22(2), 288-304.
Chumbley, J., & Griffiths, M. (2006). Affect and the computer game player: the effect of gender, personality, and game reinforcement structure on affective responses to computer game-play. Cyber Psychology and Behavior, 9(3), 308-316.
Dobraš, R., Dragosavljević, P., Vučković, I., Gadžić, A., & Lepir, D. (2013). The impact of the motivational intervention on students' motor abilities. Fizička kultura, 67(1), 24-32.
Džinović, D., & Martinović, D. (2018). Savremene tehnologije u fizičkom vaspitanju kao faktor poboljšanja motoričkih sposobnosti dece. Inovacije u nastavi (Modern technologies in physical education for improving the motor skills of children), Inovacije u nastavi, 31(3), 88-95. In Serbian
Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology integration in secondary physical education: Teachers’ attitudes and practice. Journal of Educational Technology Development and Exchange, 3(1), 27-42.
Goran, M., & Reynolds, K. (2005). Interactive multimedia for promoting physical activity (IMPACT) in children. Obesity Research, 13(4), 762-771.
Gordon-Larsen, P., McMurray, R.G., & Popkin, B.M. (2000). Determinants of adolescent physical activity and inactivity patterns. Pediatrics, 105(6), 1-8.
Hans, V.B., & Crasta, S.J. (2019). Digitalization in the 21st century-Impact on learning and doing. Journal of Global Economy, 15(1), 12-24.
Koka, A., & Hein, V. (2003). Perceptions of teacher’s feedback and learning environment as predictors of intrinsic motivation in physical education. Psychology of Sport and Exercise, 4(1), 333-346.
Kretschmann, R. (2010). Physical education 2.0. In: M. Ebner & M. Schiefner (Eds.), Looking toward the future of technology-enhanced education: Ubiquitous learning and the digital native, (pp. 432-454). Hershey, PA: IGI Publishing.
Kretschmann, R. (2015). Effect of physical education teachers’ computer literacy on technology use in physical education. The Physical Educator, 72(5), 261-277.
Lin, J.J., Mamykina, L., Lindtner, S., Delajoux, G., & Strub, H.B. (2006). Fish’n’Steps: Encouraging physical activity with an interactive computer game. In: P. Dourish, & A. Friday (Eds.). International Conference on Ubiquitous Computing, (pp. 261-278). Springer-Verlag, Berlin, Heidelberg.
Maillot, P., Perrot, A., & Hartley, A. (2012). Effects of interactive physical-activity video-game training on physical and cognitive function in older adults. Psychology and Aging, 27 (3), 589-600.
Mangen, A. (2010). Point and click: Theoretical and phenomenological reflections on the digitization of early childhood education. Contemporary Issues in Early Childhood, 11(4), 415-431.
Mihajlović, I., Smajić, M., & Sente, J. (2010). Učestalost deformiteta stopala kod devojčica predškolskog uzrasta (Frequency of foot deformity in preschool girls). Vojnosanitetski pregled, 67(11), 928-932. In Serbian
Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71(1), 225-242.
Ntoumanis, N., & Standage, M. (2009). Motivation in physical education classes: a self-determination theory perspective. Theory and Research in Education, 7(2), 194-202.
Pang, B., Varea, V., Cavallin, S., & Cupac, A. (2019). Experiencing risk, surveillance, and prosumption: Health and physical education students’ perceptions of digitised health and physical activity data. Sport, Education and Society, 24(8), 801-813.
Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: a literature review. Computers and Education, 53(1), 603-622.
Perrotta, C. (2013). Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology, 44(2), 314-327.
Rajić, S., & Tasevska, A. (2019). The role of digital games in children’s life. Inovacije u nastavi, 32(4), 97-108.
Ristić, M., & Blagdanić, S. (2017). Nove perspektive u obrazovanju-vanučionička nastava u digitalnom okruženju (New perspectives in education: Extracurricular teaching in the digital environment). Inovacije u nastavi, 30(2), 1-14. In Serbian
Ristić, M. (2018a). Integracija mobilnih tehnologija u nastavu fizičkog vaspitanja. Inovacije u nastavi, 31(2), 41-52.
Ristić, M. (2018b). Digitalne kompetencije nastavnika i saradnika (Digital competencies of teachers and associates). In: V. Katić (Ed.). 24. skup “Trendovi razvoja: digitalizacija visokog obrazovanja” (Conference “Development trends: Digitalization of higher education”), (pp. 123-126). Kopaonik: Faculty of Technical Sciences, University of Novi Sad. In Serbian
Robinson, J. (2011). 100 Ways to Use Technology in Physical Education. Retrieved March 15, 2020 from the: http://edt315.weebly.com/uploads/4/5/3/2/4532212/100_ways_to_use_technology_in_pe.pdf
Sandeep, S. (2011). Learning system for digitalization of an educational institution. United States Patent Application Publication, 1, 1-12.
Semiz, K., & Levent Ince, M. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7), 1248-1265.
Staiano, A., & Calvert, S. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2), 93-98.
Standage, M., Duda, J.L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97-110.
Višnjić, D., & Marković, M. (2018). Mišljenja nastavnika o programima fizičkog vaspitanja u starijim razredima osnovne škole kao osnova za njihovo inoviranje (Opinions of teachers about the programmes of physical education in the higher grades of primary school as a basis for their innovation). Inovacije u nastavi, 31(2), 94-100. In Serbian
Vogt, T., Rehlinghaus, K., & Klein, D. (2019). School sport facing digitalisation: a brief conceptual review on a strategy to teach and promote media competence transferred to physical education. Journal of Physical Education and Sport, 19(4), 1424-1428.
Yaman, C. (2008). The abilities of physical education teachers in educational technologies and multimedia. Turkish Online Journal of Educational Technology, 7(2), 20-31.
DOI: https://doi.org/10.22190/FUPES200729062O
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