Aesthetic education revised: a contribution to mobile learning in physical education

Steinberg, Claudia; Zühlke, Maren; Bindel, Tim; Jenett, Florian

doi:10.1007/s12662-019-00627-9

Cited by 26 publications

(23 citation statements)

References 29 publications

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“…The joint review and the appreciation of such products is crucial for the media education component of lesson staging. It is also evident that when children assess the products this kind of lesson staging brings aesthetic components (Steinberg et al 2020) to the fore. It emphasizes the aspect of expressing oneself physically and of designing movements (Kurz 2009), which is rarely possible due to the transience of movements and the organizational limits of physical education.…”

Section: Discussionmentioning

confidence: 99%

The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging

Greve

Thumel

Jastrow

et al. 2020

Physical Education and Sport Pedagogy

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Background: There is a controversial debate about the use of digital media in physical education. There are various research results, which mostly do not relate to primary school, however. There are no known studies showing how media educational goals can be integrated into physical education. Our contribution takes this desideratum as its starting point. Taking both current discussion lines in sports pedagogy about physical education in elementary school and the basic assumptions of media education into account, we designed, implemented and evaluated teaching units for the use of digital media in physical education. Purpose: This occurred with regard to the research question of how students in elementary school interpret and experience the use of digital media in physical education when media educational goals and objectives of physical education are addressed equally. This raises the question which opportunities and limitations for educational processes (with regard to movement education, general education and also media education) can be reconstructed. Method: To address the question of students' perspectives and interpretations on the usage of digital media in physical education, tablets were used in the PE classroom of four primary school classes over the period of one school year. Lessons were developed and carried out in which students were tasked with creating media products using the tablets and the iMovie app. The teaching units were evaluated afterwards based on the research approach of focusing on the perspectives of the students involved. For this purpose, we conducted and analyzed 39 guided interviews with the students after each lesson. The data was analyzed using the grounded theory methodology. Findings: From the analysis of the interviews we developed a category system that describes phenomena of an extended range of access to the experience of physical activity in PE. These are captioned using the categories 'New creative roles and tasks' (which is divided in the two subcategories 'The empowered camera child' and 'The cool actor') and 'Focused products' (which is divided in the three subcategories 'Re-recording of a product', 'Improving and developing the product', and 'Appreciation and recognition of the product'). The results show that the children's main focus is on their experience of movement.

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Section: Discussionmentioning

confidence: 99%

The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging

Greve

Thumel

Jastrow

et al. 2020

Physical Education and Sport Pedagogy

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“…The study used the basic principle of mobile learning: reflection and transformation of virtual activity into physical activity and healthimproving activity (Nagovitsyn et al, 2019). This principle is based on the fact that reality, when comprehended by students, is reflected in his imagination, and mental manipulation of material (virtual activity) allows you to transfer the results to real practical activities Steinberg et al, 2019). In the context of the study of mobile content, it should be noted that the mobile game and, in general, work with mobile applications related to the activity of the imagination expresses the trend, the need of the student to transform the surrounding reality (John & Govender, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…Despite the rapidly changing life activity of young people, the increasing pace of scientific and technological progress, the intensification of social changes that influence it (Baykalova, 2015;Nagovitsyn et al, 2018), the education system cannot fully respond to social changes and satisfy educational needs modern students (Halian et al, 2018;Osipov et al, 2018). According to specialists (Li & Peng, 2019;Nagovitsyn et al, 2019;Santos & Soares, 2016), the imperfection of the traditional methodological base for the formation of students' physical culture can enrich the introduction of innovative technologies through the development of mobile physical education content, non-traditional sports and fitness methods, meeting current youth needs Steinberg et al, 2019). Which are focused on the humanization of the educational process, taking into account the innovations, creativity, initiative and interests of the teacher and students (Baykalova, 2015;Yermakova & Podolski, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…An urgent problem of professional pedagogy is teaching students using mobile devices and innovative educational Internet technologies (John & Govender, 2020;Osipov et al, 2018;. The formation of students' physical culture in the educational space of a humanitarian university based on mobile learning ensures the quality of training of a future specialist (Nagovitsyn et al, 2020;Silva et al, 2011;Steinberg et al, 2019) both in sports and pedagogical, and in particular methodological professionalization (Kudryavtsev et al, 2018;Martinez & Rivero, 2019;Nagovitsyn et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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The program for the formation of physical education of students at the Pedagogical University

Nagovitsyn

Osipov

Kudryavtsev

et al. 2020

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This article presents the author’s vision of the content of the formation of the student’s physical culture, which consists of three main areas: motivational, activity-related and cognitive. The purpose of the study: to develop an original program for the formation of students' physical education at a pedagogical university and experimentally prove the effectiveness of its implementation in practical activities. The scientific novelty of the author’s program is contained in its main blocks: mobile, theoretical, methodological and practical block. With the continuous impact of the innovations presented in the study by mobile technologies and traditional approaches, such as improving various teaching models, a higher level of formation of students' physical culture of the person was statistically reliably achieved. The results of the study contribute to improving the quality of education and, in general, the effectiveness of the training system for future teachers.

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“…The use of ICT to promote PE classes globally is under active discussion. Studies on this subject generally take the positive effects of using web-based technology into account (Lim et al, 2010 ; Ohuruogu et al, 2019 ) as an alternative to outdoor classes (sports film screenings, sports game analysis, UCC production, and so on), developing PE applications for high school (Kim & Lyu, 2015 ), along with the possibility of using mobile devices to enhance the objectivity and transparency of performance assessment content and the methods of PE classes (Steinberg et al, 2020 ).…”

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confidence: 99%

What should be done to develop ICT-based PE class in the era of the Fourth Industrial Revolution?: using AHP and IPA analysis within the Korean educational contexts

Joo

Choi

2021

Asia Pacific Educ. Rev.

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This study aims to explore educational and political efforts for PE teachers to implement ICT-based PE class by analyzing three significant phases (PE teacher, the curriculum, and teaching environment). To reach the goal of this study, we conducted AHP and IPA analysis to find out the priorities in order to implement ICT-based PE class. As a result, a total of 27 detailed contents were created by IPA analysis. Based on the IPA results, we interrogated what detailed contents should be firstly applied into actual PE practices by analyzing four dimensions by utilizing IPA. Based on the results, this study concluded with some significance, which are required to establish a better PE environment in the future society.

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Aesthetic education revised: a contribution to mobile learning in physical education

Cited by 26 publications

References 29 publications

The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging

The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging

The program for the formation of physical education of students at the Pedagogical University

What should be done to develop ICT-based PE class in the era of the Fourth Industrial Revolution?: using AHP and IPA analysis within the Korean educational contexts

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