Web-Based Technologies in Middle School Physical Education
DOI:
https://doi.org/10.47197/retos.v51.100310Keywords:
academic performance; physical activity; sedentary behavior; teacher competenceAbstract
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.
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