An Integration of Mobile Applications into Physical Education Programs

Yu, Hyeonho; Kulinna, Pamela Hodges; Lorenz, Kent A.

doi:10.1080/08924562.2018.1442275

Cited by 23 publications

(13 citation statements)

References 8 publications

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“…The digital technology could allow a greater variety of instructional strategies in PE while helping to develop in students attitudes, knowledge and behaviours for a more physically active life. Therefore, teachers need to experiment with apps related to the PE teaching-learning process (Yu et al, 2018). Accordingly, previous research about the use of apps, conducted in the school context of PE, has evidenced advantages in motivation, knowledge of results, assessment, and the improvement of student autonomy, among others (Kerner & Goodyear, 2017;Klenk et al, 2017;Phillips et al, 2014;Vega-Ramírez et al, 2020).…”

Section: Literature Review On Apps In Physical Educationmentioning

confidence: 99%

Smartphone applications for physical activity promotion from physical education

et al. 2022

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Smartphone applications (apps) are thought to be an adequate instructional strategy not only to improve the quality of the teaching in physical education (PE), but also to effectively promote leisure-time physical activity (PA) of adolescent students in this context. Although the use of smartphone apps has been generalized in PE, little is known about the curricular approach of smartphone apps to be implemented by teacher to teach specific curricular contents in PE lessons. Therefore, the aim of this research was threefold: a) to conduct a systematic search for smartphone apps focused on PA and sport; b) to assess the features, content and quality of every included smartphone app; and c) to analyze the relationships between every selected app and the secondary PE curriculum. Systematic searches were completed on Google Play Store from January 2021 to March 2021. Apps were included when they met: main goal focused on PA and sport; permitted use by underage; they are free; user scores of at least 4. The app selection process was carried out by several reviewers and concordance measures were estimated. Additionally, an app quality assessment was independently conducted by three reviewers. A total of 18 apps focused on PA were included. Particularly, eight apps were suitable for fitness, health and quality of life curricular content; two for sports content; four for body expression content; and four apps for outdoor PA content. The mean quality score was 4.00. Apps could be helpful for teachers to implement the secondary PE curriculum and effectively promote PA among adolescent students.

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Section: Literature Review On Apps In Physical Educationmentioning

confidence: 99%

Smartphone applications for physical activity promotion from physical education

et al. 2022

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“…En la actualidad, seleccionar una app constituye un desafío abrumador para el profesorado porque existen millones (Lindl, 2017); decenas de miles vinculadas con el fitness, la salud o la práctica de actividad físico-deportiva (Statistic Brain, 2016;Yu, Kulinna & Lorenz, 2018), y los repositorios y tiendas de apps proporcionan información poco organizada (Cherner, Dix & Lee, 2014;Cummiskey, 2013 -Que la app identifique al desarrollador (persona, institución o empresa), preferentemente vinculado y competente en EF y que ofrezca una dirección de contacto, web o servicio de asistencia con tutoriales de aprendizaje y consejos para resolver dudas.…”

Section: El Desafío De Buscar Y Seleccionar Apps Para La Educación Física Y Deportivaunclassified

“…En relación a las aplicaciones móviles para la EF, se vienen documentando múltiples usos y experiencias de integración didáctica (p.e. Cummiskey, 2013; Lavay et al, 2015;Phillips, Rodenbeck & Clegg, 2014;Rosenthal & Eliason, 2015;Yankov & Maion, 2014;Yu, Kulinna & Lorenz, 2018). Estas fuentes y consultas realizadas entre diciembre de 2017 y mayo de 2018, en la Google Play Store y la App Store de iOS, relacionadas con diversas categorías vinculadas a la EF (p.e.…”

Section: Dispositivos Y Aplicaciones Móviles Para La Enseñanzaaprendizaje De La Educación Físicaunclassified

“…Para introducir el mobile learning en EF, estos modelos, marcos y estándares de referencia son necesarios, pero no suficientes (Acaso, 2013;Casey, Goodyear & Armour, 2016;Rosenthal & Eliason, 2015); también se deben concretar proyectos de inmersión digital ad hoc, progresivos y consensuados con toda la comunidad educativa (Díaz, 2018). Algunos criterios y líneas estratégicas que sugiere la literatura (Cummiskey, 2013;Dennen & Hao, 2014;Díaz, 2018;Loureiro, 2012;Yu, Kulinna & Lorenz, 2018) para lograrlo son:…”

Section: Marcos Y Estrategias Para Integrar El Mobile Learning En La Educación Físicaunclassified

“…En primer lugar, tecnólogos y pedagogos han de trabajar en equipo para resolver algunas limitaciones técnicas de los dispositivos móviles, aumentando su capacidad de almacenamiento, su utilidad offline, la conexión mediante voz o mejorando la usabilidad de teclados y pantallas, hoy incomodas y pequeñas. En esta línea, Yu, Kulinna & Lorenz (2018) o Aznar, Cáceres, Trujillo & Romero (2019), piden al profesorado una mayor proactividad hacia las tecnologías emergente, más implicación en el desarrollo de herramientas educativas, como resuelven Ariza, Fernández-Jiménez, Muñoz-Calle, Sierra & Mora (2019), y mayor cooperación entre escuelas, empresas, universidades y organizaciones profesionales.…”

Section: Seguridad Privacidad Y Protección De Datos: El Debate Pendienteunclassified

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Retos y oportunidades de la tecnología móvil en la educación física (Challenges and opportunities of mobile technology in physical education)

Barahona

2019

Retos

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La educación física (EF) y su profesorado están llamados a seguir procesos de inmersión digital, voluntarios o involuntarios, asociados al consumo masivo de medios y servicios digitales y a las demandas de la sociedad y de la institución educativa. El uso de tecnología, especialmente la móvil, social y ubicua, se generaliza personal y profesionalmente, aunque la escuela sigue sin encontrarle acomodo. Reconoce su potencial didáctico, pero no logra alcanzarlo. En la EF el uso de tecnologías tradicionales y fijas han demostrado su utilidad en la fase preactiva y postactiva del acto didáctico, sin embargo, los aprendizajes en movilidad propios de la fase activa, aconsejan explorar alternativas como las que ofrece el mobile learning. El objetivo del artículo es mostrar el potencial de mejora e innovación pedagógica que tiene el mobile learning y las aplicaciones (Apps) en EF y proporcionar a los docentes e investigadores un marco de análisis que muestre cómo conseguirlo. Las aportaciones teóricas son necesarias, pero no suficientes, por ello se ofrecen orientaciones concretas que explican cómo y para qué integrar los dispositivos móviles en la EF. También se proponen futuras líneas de debate, reflexión e investigación centradas en la dimensión pedagógica de aprendizaje móvil, analizando las repercusiones éticas, sociales y legales derivadas de los procesos de inmersión digital.Abstract. Physical education (PE) and its teachers are destined to voluntarily or involuntarily follow processes of digital immersion associated with the mass consumption of digital media and with the current demands of both society and educational institutions. The use of mobiles, which is a social and omnipresent technology, is being increasingly generalized in both personal and professional areas of life; however, mobile use is virtually non-existent in the field of education. Educational institutions and teachers recognize the educational potential of mobile technology yet fail to implement its use. The use of office technologies in PE has already shown its value in both the preactive and proactive phases of the educational process, however, the kinetic learning processes associated to the active phase would benefit from alternatives such as mobile learning. The aim of the present article is to show the educational potential of mobile learning and to provide educators, researchers, and Apps developers with a framework outlining how to achieve it. Theoretical insights are important, but not sufficient. That is why orientations and concrete proposals are offered, explaining how and to what end should mobile devices be integrated into PE. Future debates, reflections, and research issues are also raised, focusing on the pedagogical dimension of mobile learning, and analyzing the ethical, social, and legal repercussions arising from the process of digital immersion.

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