Atividade física para saúde, Covid-19 e mídias sociais:

Parris, Zac; Cale, Lorraine; Harris, Josephine P.; Casey, Ashley

doi:10.22456/1982-8918.122533

Cited by 8 publications

(5 citation statements)

References 20 publications

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“…The geographical location of previous research is unclear. Moreover, most of the research conducted and collected data is from the United States [1,5,[7][8][9][10][11][12][13][14][15][16], followed by Australia [6,17], Spain [18][19][20], Ireland [21,22], and the United Kingdom [23][24][25][26], while only three related research included developing countries [27][28][29]. The research from eastern countries sees social media only as a data collection platform instead of in the context of teachers' professional development [27] or has used questionnaire surveys to conduct the research [28].…”

Section: Introductionmentioning

confidence: 99%

Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media: A Grounded Theory Approach

Yin

Liu

et al. 2023

IJERPH

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(1) Background: Pre-service physical education teachers commonly embrace social media for multiple purposes. However, little is known about their perception of social media, which could affect the appropriate use of social media in their future professional work. This study aims to explore a theoretical model of how pre-service physical education teachers perceive social media in order to provide a basis for educators to guide their appropriate use of social media. (2) Methods: Qualitative data were collected in diverse ways, mainly from interviews. Seventeen Chinese preservice physical education teachers were selected as participants by a purposive sampling technique. The interview questions focused on participants’ motivation, expectations, and experiences in social media usage. Grounded theory was used to analyze the data by ROST CM and Nvivo 12. (3) Results: The perception of social media among teachers includes three subsidiary categories made up of 10 sub-categories, 70 concepts, and 307 labels. The three categories are (a) value perception, including the perspective of intelligent function, interaction, and rich information, (b) risk perception, involving psychological risk, information risk and privacy risk and (c) overall perception, like development trends, current status and basic elements. (4) Conclusions: Chinese preservice physical education teachers perceive social media as having similarities and differences compared to other countries. Future research should consider a large sample survey to revise and verify the initial exploration of perception and study diverse groups of teachers’ perceptions of social media.

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Section: Introductionmentioning

confidence: 99%

Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media: A Grounded Theory Approach

Yin

Liu

et al. 2023

IJERPH

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“…Since 2020, the field of applied research on digital technology education has witnessed the emergence of three new hotspots, all of which have been affected to some extent by the pandemic. Firstly, digital technology has been widely applied in physical education, which is one of the subjects that has been severely affected by the pandemic (Parris et al 2022;Jiang and Ning, 2022). Secondly, digital transformation has become an important measure for most schools, especially higher education institutions, to cope with the impact of the pandemic globally (García-Morales et al 2021).…”

Section: Resultsmentioning

confidence: 99%

Education reform and change driven by digital technology: a bibliometric study from a global perspective

Wang,

Chen,

et al. 2024

Humanit Soc Sci Commun

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Amidst the global digital transformation of educational institutions, digital technology has emerged as a significant area of interest among scholars. Such technologies have played an instrumental role in enhancing learner performance and improving the effectiveness of teaching and learning. These digital technologies also ensure the sustainability and stability of education during the epidemic. Despite this, a dearth of systematic reviews exists regarding the current state of digital technology application in education. To address this gap, this study utilized the Web of Science Core Collection as a data source (specifically selecting the high-quality SSCI and SCIE) and implemented a topic search by setting keywords, yielding 1849 initial publications. Furthermore, following the PRISMA guidelines, we refined the selection to 588 high-quality articles. Using software tools such as CiteSpace, VOSviewer, and Charticulator, we reviewed these 588 publications to identify core authors (such as Selwyn, Henderson, Edwards), highly productive countries/regions (England, Australia, USA), key institutions (Monash University, Australian Catholic University), and crucial journals in the field (Education and Information Technologies, Computers & Education, British Journal of Educational Technology). Evolutionary analysis reveals four developmental periods in the research field of digital technology education application: the embryonic period, the preliminary development period, the key exploration, and the acceleration period of change. The study highlights the dual influence of technological factors and historical context on the research topic. Technology is a key factor in enabling education to transform and upgrade, and the context of the times is an important driving force in promoting the adoption of new technologies in the education system and the transformation and upgrading of education. Additionally, the study identifies three frontier hotspots in the field: physical education, digital transformation, and professional development under the promotion of digital technology. This study presents a clear framework for digital technology application in education, which can serve as a valuable reference for researchers and educational practitioners concerned with digital technology education application in theory and practice.

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“…However, it also serves as a motivation for them to broaden their horizons and seek professional and emotional support from a larger community of health communication professionals beyond the realm of physical education. In fact, cross-disciplinary collaboration has already demonstrated its significance in the field of medicine ( 60 , 61 ). For instance, exercise health has made notable contributions to post-operative rehabilitation and the prevention of chronic diseases ( 62 ).…”

Section: Discussionmentioning

confidence: 99%

Developing the theoretical model of Chinese physical education teachers’ health communication competence: based on grounded theory

Chen,

Xu,

et al. 2023

Front. Public Health

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BackgroundPhysical education teachers’ health communication competence is a key factor in health promotion. Although health communication is a multidisciplinary field, medical practitioners are the primary focus of health communication research, whereas physical education teachers are marginalized. Therefore, this study proposes a theoretical model of health communication competence for physical education teachers.MethodsThis qualitative research utilized interviews as the primary data collection method. Purposeful sampling was employed to select participants, including university teachers, primary and secondary school teachers, and health education professionals from diverse regions of China. A total of 31 participants were interviewed through two focus groups (N = 15) and individual semi-structured interviews (N = 16). Grounded theory was used to analyze and code the collected interview materials.ResultsThe health communication competence of physical education teachers consisted of three main categories, 10 subcategories, 30 concepts, and 240 statement labels. The three main categories were as follows: (i) foundations of health communication knowledge and skills (this category encompassed three subcategories, namely sport and health knowledge reserve, health beliefs, and health behaviors); (ii) health communication perception competence (this category included two subcategories, namely health risk and crisis perception competence and communication audience perception competence); and (iii) practical competence of health communication (this category consisted of five subcategories, namely language expression competence, organizational and design competence, utilization of new media tools competence, communication content selection and processing competence, and professional skills).ConclusionThe theoretical model of health communication competence in this study provides a foundation for the involvement of physical education teachers in health communication work. It can serve as a reference for the development of both pre-service health education courses and in-service training systems for physical education teachers. Future research can expand the sample size and geographic coverage to further validate the applicability of the findings. Additionally, investigating the factors influencing the formation of the identified competencies is recommended.

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Atividade física para saúde, Covid-19 e mídias sociais:

Cited by 8 publications

References 20 publications

Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media: A Grounded Theory Approach

Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media: A Grounded Theory Approach

Education reform and change driven by digital technology: a bibliometric study from a global perspective

Developing the theoretical model of Chinese physical education teachers’ health communication competence: based on grounded theory

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