How Wii Teach Physical Education and Health

Abstract

The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.

Exercising space : re-examining young people’s use of digitised health and physical education (HPE) technologies through a spatial lens

“…Third, despite the use of various spatial references in the studies -'habitus', 'hybrid fields', 'landscape', 'marginalised', 'setting', 'sociospatial', and 'spatialities', for example -the articles still treated space as a de facto descriptive metaphor. For example, there are references to education spaces (Almqvist et al 2016), physical sites of emerging community of practice (Goodyear et al 2014), and opportunities created in family homes to increase child physical activity (Rhodes et al 2018).…”

“…Since the 1990's HPE has become increasingly digitised, with the use of new digital technologies advocated in school health literature and educational policies. Elements of digitised HPE technologies, such as the use of Ipads and exergaming (Öhman, et al 2014), Wii Fit Plus (Almqvist et al 2016), and heart rate monitors (Thomas and Stratton 2006), have been in physical education (PE) classes for some time now. Recent reviews have highlighted these developments and covered the relevance of health-related content being created and shared through digital technologies (Lupton 2021a), the importance of social media interventions and user-generated content, and physical activity outcomes related to different population groups , and the development of PE pedagogies through technology (Sargent and Calderon 2021).…”

Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives

“…Indeed, the main findings on technology-based interventions, including online and blended, in physical education, found that the use of technology was mainly focused to enhance health or motivational variables, but not curriculum learning outcomes (Killian et al, 2019;Sargent & Calderón, 2021). As Sargent and Casey (2019) reported, some types of digital technology used in physical education classes include iPads, Exergaming (Meckbach et al, 2013), Wii Fit Plus (Almqvist et al, 2016), apps and social media (Casey et al, 2017), video projectors and heart rate monitors (Thomas & Stratton, 2006). Student motivation is a key characteristic in the implementation of digital technology.…”

Determining Teachers' Views and Behaviors Towards Current Physical Education in the Changing Understanding of Education: A Phenomenological Study

“…In order to achieve the goals of today's PE, it is important to address the issues such as the use of student-centered teaching methods and models, the establishment of health and PE relations, and the use of technology in education by teachers (Sirard and Pate, 2001;Eberline and Richards, 2013;Almqvist et al, 2016;Wilkinson et al, 2018). Although researchers drew attention to the importance of these issues before the pandemic, studies showed that PE teachers generally preserved the traditional education approach (İnce and Hünük, 2010; Mirzeoğlu et al, 2019).…”