Web-Based Technologies in Middle School Physical Education

Tulegen Botagariyev; Nurolla Mambetov; Alpysbay Aralbayev; Amantay Mukhanbetaliyev; Roza Ispulova; Nursapa Akhmetov

doi:10.47197/retos.v51.100310

Autores/as

Tulegen Botagariyev Department of Theory and Methods of Physical Education, Aktobe Regional University named after K. Zhubanov, Aktobe, Kazakhstan
Nurolla Mambetov Department of Physical Culture and Basic Military Training, Kh. Dosmukhamedov Atyrau University, Atyrau, Kazakhstan
Alpysbay Aralbayev Department of Physical Culture and Basic Military Training, Kh. Dosmukhamedov Atyrau University, Atyrau, Kazakhstan
Amantay Mukhanbetaliyev Department of Physical Culture and Basic Military Training, Kh. Dosmukhamedov Atyrau University, Atyrau, Kazakhstan
Roza Ispulova Department of Theories and Methods of Teaching Physical Education, Makhambet Utemisov West Kazakhstan University, Uralsk, Kazakhstan
Nursapa Akhmetov Department of Physical Culture and Sports, Caspian University of Technology and Engineering named after Sh. Yesenova, Aktau, Kazakhstan

DOI:

https://doi.org/10.47197/retos.v51.100310

Palabras clave:

rendimiento académico; actividad física; comportamiento sedentario; competencia docente

Resumen

El aspecto clave discutido en este artículo es la efectividad de introducir tecnologías digitales y basadas en la web en la educación física de la escuela secundaria en la actualidad. Se lanzó un curso experimental de formación basado en tecnología digital en cuatro escuelas de educación integral en la República de Kazajistán. Esto implicó el uso de acelerómetros durante las lecciones, así como la plataforma de redes sociales Facebook para intercambiar información relacionada con la materia. Se midió la actividad física de los estudiantes durante cada lección de educación física a lo largo del semestre (que comprendía un total de 50 sesiones). La muestra total de estudiantes consistió en 338 estudiantes (191 chicas y 147 chicos), con una edad promedio de los participantes de 13.2 ± 1.05 años. En la etapa inicial del estudio y después del curso, los estudiantes se sometieron a una serie de pruebas de aptitud física, como correr 60 metros, saltos largos, lanzamiento de pelota y dominadas. Después de eso, completaron un Cuestionario de Estrategias Motivadas para el Aprendizaje. Los resultados han demostrado que la incorporación de tecnologías digitales aumentó la actividad física de los estudiantes. Si antes de la intervención, la actividad física de los estudiantes durante la lección, en promedio en toda la muestra (n=338), correspondía a una actividad física ligera, entonces después de la intervención, cambió a una actividad física moderada a vigorosa. Además, se ha documentado una mejora significativa en el rendimiento académico y la motivación. Los hallazgos de este estudio son de gran importancia para todos los profesores de educación física que están involucrados en la introducción de nuevas tecnologías en el proceso educativo, así como para otros representantes del campo educativo.

Palabras clave: rendimiento académico; actividad física; motivación; acelerómetro; redes sociales; comportamiento sedentario.

Abstract. The key aspect discussed in this article is the effectiveness of introducing digital and web-based technologies into present-day middle school physical education. An experimental digital technology-based training course was launched in four comprehensive educational schools in the Republic of Kazakhstan. It involved the use of accelerometers during lessons as well as the Facebook social media platform for exchanging subject-related information. The student’s physical activity was measured during each physical education lesson throughout the semester (comprising a total of 50 sessions). The total student sample consisted of 338 students (191 girls and 147 boys), with the mean age of participants being 13.2 ± 1.05 years. At the baseline stage of the study and after the course, the students underwent a series of physical fitness tests, such as running a 60-meter sprint, long jumps, ball throwing, and pull-ups. Following that, they took a Motivated Strategies for Learning Questionnaire. The results have shown that the incorporation of digital technologies increased students' physical activity. If before the intervention, the physical activity of the students during the lesson, on average across the sample (n=338), corresponded to light physical activity, then after the intervention, it shifted to moderate-to-vigorous physical activity. Furthermore, a significant enhancement in academic performance and motivation has been documented. The findings of this study are of great importance to all physical education teachers who are involved in the introduction of new technologies in the educational process, as well as to other representatives of the educational field.

Keywords: academic performance; physical activity; motivation; accelerometer; social media; sedentary behaviour.

Citas

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Tecnologías basadas en la web en la educación física de la escuela secundaria (Web-Based Technologies in Middle School Physical Education)

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