Pedagogical, Cognitive and Methodological Aspects of Digitalisation in Physical Education

Abstract

The implementation of digital education technology into the school subject of physical education (PE) has become a challenging trend of contemporary pedagogy. This paper emphasises the importance of the pedagogical, cognitive and methodological aspects of digitalisation in PE. The research presented examined the attitudes of PE teachers in primary and secondary schools towards digitalisation in PE. The research has three goals: 1. Theoretical-the review of all the international and national sources relevant for the perception of the theoretical aspects of introducing digitalisation into physical education teaching; 2. Cognitive-the study of PE teachers’ attitudes towards digitalisation in PE as a school subject; 3. Applicable-a contribution to raising awareness about the importance of PE improvement. The methods used in the empirical research were the descriptive method, the survey and scaling technique with a questionnaire as the instrument and the assessment Likert-type scale (DOUF/DEIP). The questionnaire comprised of four closed-ended questions and the scale containing 40 items. The sample included 126 PE teachers from Serbia. The obtained results were calculated by the SPSS software version 24, used for the statistical data processing. The following statistical parameters for displaying results were used: frequency (f), percentage (%), arithmetic mean (M), standard deviation (SD), Pearson’s chi-squared test (χ2), the t-test and ANOVA F-test. The research results show that PE teaching is undergoing digitalisation and that teachers have positive attitudes towards digital competences, technologies and the connection between digital education and quality of teaching, schoolchildren’s academic achievements and the teacher’s role.

Influence of Teaching Digital Competence and Professional Competencies on the Professional Performance of the Soccer Coach

“…Undoubtedly, the latter hypothesis was more difficult to answer due to the lack of literature linking the two theoretical constructs. However, research by Osmanović et al (2020) suggests an interest in the use of digital teaching competences and the improvement of coaches' competences. In fact, although their study did not use the same scales as those used in this research, there are some dimensions that coincide.…”

Competences of Physical Education Teachers in Education Supported by Digital Technology

“…In the context of teachers' attitudes towards technology, younger teachers have been shown to have more positive attitudes towards the use of technology in teaching than older colleagues (Woods et al, 2008). Therefore, younger teachers use digital technology more and believe that the application of technology increases students' achievement in physical education (Osmanović, Maksimović and Dimitrijević, 2020). The reason for that can be found in the fact that technology is closer to younger teachers.…”

“…Such traditional technologies include television and video cameras that enable recording physical exercises and movements and their display in class for a more successful analysis and application, which in modern teaching can be improved by using LCD projectors since they are larger and clearer than television (Baert, 2011;Kretschmann, 2010;Semiz and Levent Ince, 2012). Among modern technologies, the computer is certainly the most important repersentative, because it provides the use of numerous programs, applications and the Internet, which are the basis for improving the work of physical education teachers (Osmanović, Maksimović and Dimitrijević, 2020), i.e. their digital competences, including developing skills and abilities to integrate technologies effectively in different ways.…”

“…The nature of physical education classes can be further developed by using the Internet, i.e. sites dedicated to physical education or those where such content can be found such as YouTube, educational softwares and emails or social networks for exchanging ideas with other teachers, for example, in the field of lesson preparation and organization of teaching materials (Gibonne, Rukavina and Silverman, 2010;Jeremić et al, 2018;Osmanović, Maksimović and Dimitrijević, 2020). Furthermore, numerous Internet contents provide a chance for teachers to enrich and update physical education contents and connect them with subjects related to physical education and sports (Filiz, 2020;Yaman, 2008).…”