Scribd Logo
Upload

Welcome to Scribd!

  • Instructional Tools For Online Physical Education - Using Mobile Technologies To Enhance Learning

    Uploaded by

    Lordincel Tagle
    29 views8 pages

    Original Title

    Instructional Tools for Online Physical Education_ Using Mobile Technologies to Enhance Learning

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    29 views8 pages

    Instructional Tools For Online Physical Education - Using Mobile Technologies To Enhance Learning

    Uploaded by

    Lordincel Tagle

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    of 8
    Instructional Tools for Online Physical Education: Using Mobile Technologies to Enhance Learning earning from a distance has been a part of the American education system since the 18th century (Saba, 2003). Early iterations of distance education ‘came in the form of correspondence courses that offered educational materials to students who were not in the same physical location as their classmates or instructor (Kaplan & Haenlein, 2016), Over time, distance education instructors have adapted their mode of delivery to the technology of their time From local radio to satelite television programming, and now the Internet, distance education courses are more accessible than ever (Pittman, 2003; Saba, 2003; Watkins & Wright, 1991). While the form in which instruction is delivered from a distance has evolved over the decades, the underlying need for it has remained much the same: access to quality education. Online education has experienced tremendous growth over the past decade, and, currently, 5.8 million high school students are predicted to be enrolled in online courses (Allen & Seaman, 2016). Parallel with this expansion, online physical education (OLPE) has become more prevalent in the United States during the past decade, with 31 states now allowing students to complete physical educa tion credits online (SHAPE America ~ Society of Health and Physi cal Educators, 2016). en 6 Agus 40. Vowne 90. Nuw 2019 The first K-L sat online was th school system to deliver physical education com Florida Virtual School (FLVS), Founded in 1997 with 77 students, the FLVS population grew to nearly 206,000 full- and parttime students in 2012, Mosier (2010) suggested that “due to the demands of high stakes testing for core subjects such as reading, writing, and mathematics" (p, 9), OLPE progeams like FLVS may become more of the norm. This upward trend is likely to continue as states such as Virginia, Alabama, Florida, Michigan, Idaho, New Mexico and Georgia have enacted legislation mandar- ing the completion of an online course, regardless of subject, 5 a high school graduation requirement (Kennedy & Archambault, 2012; Rice & Yang, 2013). ‘Tyler Goad (tgoad@emporia.edu) isan assistant professor in the Depart ment of Health, Physical Edueation and Recreation at Emporia State Uni versity in Emporia, KS, Brooke Towner is an assistant professor in the Department of Recreation, Management and Physical Education at Appa Tachian State Univesity in Boone, NC. Emily Jones isan associate profes: sor inthe School of Kinesiology and Reereation at linos Stare Unversity in Normal, IL. Sean Bulger isa professor i the Collegeof Physical Activi¥ and Sport Sciences at West Virginia University in Morgantown, WV. In response Americ rndations for course con agement (Na Ina hybrid course ork online and in National The hyb & & Baschner, 2014) isin OLPE, the is Fitness for Masurier, & McConnell, 2014) wn as . © ‘& Buschnes, 2014). The primary objective physical feness 1, 2014), spe cifically those related to physical fitness, cardiovascular endurance, nutrition, weight management, and stress. With knowledge acqui- ced curriculum is conducive to sition at its core, this student-cente: delivery in a hybrid of blended format, which allows students to te, share and discuss health and fieness content relevant to their own personal goals. Although not all OLPE courses are officially designated as ‘Wellness for Life, many adhere to and are designed with similar instructional goals, fitness and wellness content, and assessment et OLPE still remains somewhat unique in distance education because of its subject matter, which embodies physical movement, motor skills, and other components of the psychomo- domain (Buchanan & Brock, 2016; Rink, 2013). The delivery of content in the psychomotor domain presents a different set of Challenges for OLPE teachers, particularly those who are held ac- Countable for learning outcomes that span across multiple learn: ing domains (Daum & Buschner, 2014). These inherent difficulties have contributed to the depiction of OLPE as an oxymoron by ‘due mainly to challenges in conceptualizing instruction and rent in the psychomotor domain online (Mohnsen, 2012). arch in OLPE has raised questions about course delivery, design and instractional methods as they pertain to student learn gains. Apprehensions surrounding OLPE range accountability, course rigor, safety, retention rate, and achievement of standards in the nontraditional instructional formats (Daum & Buschner, 2012; Mohnsen, 2012; National As- ‘on for Sport and Physical Education, 2007). Itis important ponents. Y ng and fin from student JOPERD. 41 i I es to note, however, that previous research in OLPE was constrained by the contextual factors surrounding online course delivery and the associated limitations of the technology available at that time (Daum & Buschner, 2014). The purpose of this article is to de scribe the functionality of innovative technologies currently avail- able for use in OLPE, including recommendations for their integra- tion into professional practice. The meaningful use of technologies such as physical activity and firness trackers, mobil fitness appli cations, and online exergames is discussed with a focus on mediat ing persistent concerns regarding OLPE, Activity and Fitness Trackers ‘A common concern cited in OLPE hiterature is the verification of student physical acuvity participation, Current strategies to dar ment physical actvity participation in OLPE include activity logs video submissions, and self-reported comple tion of activity (Daum & Woods, 2015), Additionally, Daum and Buschner (2012) reported that 72 percent of surveyed OLDE i structors indicated their eonese di not meet the recommended 225 discussion board: 42 Voume 90. Nuwwck 6 Aust 2019 Jer week for middle/secondary phy, ft wearable fitness tracker in Opp tuctional technology solution, sues of physical atv P ey ncorporsting ial ns cal educatio courses represents this issue Fimexs tracking devies such as Fitit Joubone Op, Morbang 3, Pulur Loop, Omron Activity Monitor, and Apple Watch wack See aetien wuilt-in activity sensors (¢.g., acceler Mosier amount of activity occurring in an , 2014). These data provide an objective tool 10 ass OLPE course, alleviating 0 | activity participation. OLPE ceachers to ie 50 ia tables, charts and graphs at his high level of personal fd F instructor enables the students totale Fea re eautent 10 their own ftnessfhealth goals. Many of she rickets have a-mobile appl : ate i concerns related to student physi tionally, accurate devices enabl = Can be shard with axes aoe back from the OLPI : ication component intes We es ‘hem, The mobile fimness application (MFA), in combination with the frness tracker’ ability to accurately measure movement, gives COLPE instructors the capability of objectively assessing required physical activity Mobile Fitness Apps The emergence of smartphones and mobile applications has sevolutionized the way individuals acces information and could greatly impact how instructors present, share and manage content and course material (Wicks, 2010). These changes have created a phenomenon referred to as mobile learning that is depicted as “anytime, anywhere” learning. If fully embraced, mobile learning has the potential to transform the way in which OLPE content is

    You might also like