Digital Technology in Physical Education: Global Perspectives

Description

The rapid development of digital technologies has opened up new possibilities for how Physical Education is taught. This book offers a comprehensive, practice-oriented and critical exploration of the actual and potential applications of digital technologies in PE. It considers the opportunities that are offered by new technologies and how they may be best implemented to enhance the learning process. Including contributions from the US, UK, Europe, Canada and New Zealand, this international collection reflects on how digital innovations are shaping PE pedagogy in theory and practice across the globe. Its chapters identify core pedagogical principles – rather than simply discussing passing digital fads – and offer practical narratives, case studies and reflections on how PE practitioners can introduce technology into teaching and learning through the use of social media, video gaming, virtual reality simulation, iPads and Wiki platforms. Digital Technology in Physical Education: Global Perspectives is a valuable resource for students, researchers and practitioners of PE looking to integrate digital technology into their work in a way that does justice to the complexity of teaching and learning. Cover Half Title Series Information Title Page Copyright Page Table of contents Figures Tables Contributors Chapter 1 Next generation PE: Thoughtful integration of digital technologies Merging technology with pedagogy The book: digital technology in PE: global perspectives Part I: Skill acquisition and assessment: practical implications of research Part II: Technological influence on models based practices Part III: Concepts and critical reflections on Digi- tech in PE Part IV: Technological innovations for professional development Acknowledgement References Part I Skill acquisition and assessment Practical implications of research Chapter 2 Digital video and self-modeling in the PE classroom Introduction Theoretical framework Digital video Electronic video portfolio Digital video used for assessment Video feedback Self-modeling Potential challenges Implication and conclusions References Chapter 3 Adopting self-controlled video feedback in physical education: A way to unite self-regulation skills, ... Introduction Current research on self-controlled video feedback in adults and children Self-controlled digital video modeling and feedback in PE: opportunities and hurdles Zimmerman’s self-regulation model: understanding the benefits of self-controlled (video) modeling and feedback Explaining self-controlled feedback benefits: importance of self-observation and -reflection Increasing self-control in self-controlled video feedback References Chapter 4 The role of digital technology in the assessment of children’s movement competence during primary school ... Introduction A collaborative approach: our experience Assessment design process Practical principles Set-up time Usability Data recording Video recording Safeguarding Addressing practical issues and scientific challenges Why are we assessing children’s movement? Is it to measure children’s competence or improve teaching and learning? How should we do it? Should the assessment setting be ‘natural’ or ‘engineered’? What should it look like? What is the appropriate balance between simplicity and complexity? Conclusions Acknowledgements References Chapter 5 Exploring pedagogies of digital technology in physical education through appreciative inquiry Introduction DigiTech in PE Pedagogies of technology Appreciative Inquiry ‘Patrick’ School setting How did we generate our data? How did we analyse our data? Findings and discussion Working within an embedded culture of DigiTech use Establishing routines Keeping tasks simple Concluding remarks Note References Part II Technological influence on models-based practices Chapter 6 Technology in models-based practice: A case of Sport Education Introduction Models-based approach to teaching physical education Sport Education as a models-based approach to teaching Sport Education objectives and applied applications Sport Education objectives: (1) Develop sport-specific techniques and fitness and (2) Appreciate and be able to execute ... Sport Education objective: (3) Participate at a developmentally appropriate level Sport Education objective: (4) Share planning and administration of sport experiences Sport Education objective: (5) Provide responsible leadership Sport Education objective: (6) Work effectively with your team to pursue common goals Sport Education objective: (7) Appreciate the ritual and conventions that give sports very unique meanings Sport Education objective: (8) Develop the capacity to make reasoned decisions about sport concerns Sport Education objective: (9) Develop and apply knowledge about umpiring, refereeing and training Sport Education objective: (10) Become involved with sports and physical activity outside of school Concluding thought References Chapter 7 Using social media in the Sport Education model Introduction A brief introduction to the Sport Education model The use of social media in sports participation and experience Technology integration in physical education The use of social media to enhance the six key features of Sport Education The use of social media to enhance pupils’ roles The use of social media to enhance the three learning objectives of the Sport Education model Conclusions Notes References Chapter 8 Video gaming design: Insights for Teaching Games for Understanding and Sport Education Introduction Videogame design CONCEPTS of gameplay, playability, game mechanics and player identity Constraints and ecological approach to learning Personal accounts on gameplay related to school PE Connecting videogame concepts to personal narratives on gameplay Gameplay Playability Game mechanics (skill learning) in situ Engaged imagination from gameplay identity Conclusion Notes References Part III Concepts and critical reflections on digi-tech in PE Chapter 9 Developing physical educators’ knowledge of opaque and transparent technologies and its implications for student lear Introduction Social-behavioral technological theoretical framework Opaque technology Transparent technology Research overview Practical examples of technology integration by physical educators Story 1: Using video to develop game performance Story 1 Analysis Story 2: Using video to develop technical skill performance Story 2 Analysis Story 3: Using wearable technology to teach fitness concepts in the weight room Story 3 Analysis Discussion Conclusions References Chapter 10 Digital technologies and the hidden curriculum in the educational praxis of physical education Introduction Curriculum as educational praxis Discourses: explicit and implicit messages Digital technologies Video feedback Video instruction Conclusion Note References Chapter 11 Using digital technology in physical education tailored to students’ learning phase Introduction The student’s learning phase should guide pedagogical choices New digital technology in PE Multimedia instruction books Video analysis through tagging and delay The learning circle-model Phase one: structure to manage Implication for using digital tools: supporting the managing phase Phase two: inform to stabilize Implication for using digital tools: enhancing stabilization Phase three: inspire to explore Implication for using digital tools: inspiring playfulness Practical suggestions Practical ideas on multimedia instruction books Practical ideas with video analysis through tagging and delay References Chapter 12 ePE: Using connectivism to theorise developments in digital technology in physical education in ... Introduction 1. Networks 2. Actionable knowledge 3. Using knowledge to build learning capacity Connectivism in the New Zealand context Theme 1. Personalising learning Theme 2: New views of equity and diversity Theme 3: Knowledge to develop learning capacity Theme 4: Rethinking the role of learners and teacher roles Theme 5. Continuous culture of learning for teachers and learners Theme 6: New partnerships and relationships Connectivism in the physical education context Connectivism in initial teacher education in PE (PETE) Case study 1: Formative assessment for learning in PETE Case study 2: Using cloud-based digital technologies in PE to network and use knowledge to build learning capacity PE teacher professional learning and development (PLD) Case study 3: From one off, face-to-face to continuous networked PLD Conclusion References Part IV Technological innovations for professional development Chapter 13 Harnessing the power of virtual reality simulation in physical education teacher education Constructivism and virtual reality simulations Integration of Mursion virtual reality simulation in a teacher education program Meet the 7th grade avatars Methods and logistics Virtual reality simulations Summary of simulation implementation Impacts of virtual reality simulation technology Promoted reflection-in-action Developed proactive management: “Trip down to the office for a referral” Afforded snapshot view Possibilities for virtual reality in physical education Physical education teacher education (PETE) Primary and secondary physical education Final thoughts References Chapter 14 Experiences of using iPads in physical education teacher education Introduction Quality physical education teaching and technology Context for the integration of technology Pedagogical theories that shaped our work Learning, managing and integrating the technology What are the practical, applied implications to our work? References Chapter 15 Pre-service and in-service teachers’ use of a Wiki platform within a physical education mentoring program Introduction Mentoring conceptual framework Research findings: practical and applied implications Barriers and enablers to effective e-mentoring schemes Lessons learned from teacher education programs Recent developments in e-mentoring literature The study Physical education teachers’ experiences and use of an e-mentoring tool Participants The mentoring program Structure and process of interaction within electronic communities of practice The e-mentoring relationship The pedagogy of e-mentoring Implications for physical education teacher education programs Conclusions and recommendations References Index