The Use of 360-Degree Video to Provide an Alternative Media Approach to Paralympic Sports

Delmazo, Caroline

doi:10.1007/978-3-030-06134-0_22

Cited by 1 publication

(1 citation statement)

References 9 publications

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“…They were used for PE teachers' training (Roche & Gal-Petitfaux, 2017), with the authors concluding that the participants considered them effective tools for monitoring students' performance. In another study regarding the usefulness of this tool in sports journalism (Delmazo, 2018), they proved to effectively convey to viewers the intensity of the effort of para-Olympics basketball players. In a number of studies in which 360 o videos were used for improving athletes' decision-making skills in team sports, such as basketball (e.g., Pagé et al, 2019;Panchuk et al, 2018) and football (e.g., Kittel et al, 2020), the results were mixed.…”

Section: O Videosmentioning

confidence: 99%

Using 360˚ Videos for Teaching Volleyball Skills to Primary School Students

Paraskevaidis¹,

Fokides²

2020

OJIT

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The study presents the results from a pilot project in which 360˚ videos were utilized for teaching students basic volleyball skills. The target group was thirty-six, eleven-to-twelve years-old primary school students, divided into two groups: the first was taught conventionally and the second using apps in which 360˚ videos were embedded. The project lasted for six two-teaching-hour sessions (three for each method), and data were collected using observation sheets and a questionnaire for recording students’ views regarding their experience. The data analysis confirmed that, compared with conventional teaching, 360˚ videos allowed students to perform better the skills that were examined. The participating students also thought that by viewing 360˚ videos they were more motivated to learn and that their experience was an enjoyable one. On the other hand, students did not consider the 360˚ videos as being useful in their learning. Given the lack of research in this field, the findings provide an initial indication of 360˚ videos’ potential in Physical Education. Then again, the results also point to the need of finding more innovative methods for integrating 360˚ videos in everyday teaching.

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