Ways of staging a media-supported physical education classroom

Thumel, Mareike; Schwedler-Diesener, Anja; Greve, Steffen; Süßenbach, Jessica; Jastrow, Florian; Krieger, Claus

doi:10.21240/mpaed/jb17/2020.05.16.x

Cited by 4 publications

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The children reported a special phenomenon provided by the film option. The possibility to preserve activities in the sports hall and thus to temporarily overcome the transience of movement opened up many options, some of them new for physical education (Greve et al 2020;Thumel et al 2020). The students were able to watch their movements, talk about them, think about them, evaluate them, delete the recordings, develop and change ideas, and correct film sequences focusing on their media product by executing the movements again and having them filmed.…”

Section: Discussionmentioning

confidence: 99%

The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging

Greve

Thumel

Jastrow

et al. 2020

Physical Education and Sport Pedagogy

Self Cite

View full text Add to dashboard Cite

Background: There is a controversial debate about the use of digital media in physical education. There are various research results, which mostly do not relate to primary school, however. There are no known studies showing how media educational goals can be integrated into physical education. Our contribution takes this desideratum as its starting point. Taking both current discussion lines in sports pedagogy about physical education in elementary school and the basic assumptions of media education into account, we designed, implemented and evaluated teaching units for the use of digital media in physical education. Purpose: This occurred with regard to the research question of how students in elementary school interpret and experience the use of digital media in physical education when media educational goals and objectives of physical education are addressed equally. This raises the question which opportunities and limitations for educational processes (with regard to movement education, general education and also media education) can be reconstructed. Method: To address the question of students' perspectives and interpretations on the usage of digital media in physical education, tablets were used in the PE classroom of four primary school classes over the period of one school year. Lessons were developed and carried out in which students were tasked with creating media products using the tablets and the iMovie app. The teaching units were evaluated afterwards based on the research approach of focusing on the perspectives of the students involved. For this purpose, we conducted and analyzed 39 guided interviews with the students after each lesson. The data was analyzed using the grounded theory methodology. Findings: From the analysis of the interviews we developed a category system that describes phenomena of an extended range of access to the experience of physical activity in PE. These are captioned using the categories 'New creative roles and tasks' (which is divided in the two subcategories 'The empowered camera child' and 'The cool actor') and 'Focused products' (which is divided in the three subcategories 'Re-recording of a product', 'Improving and developing the product', and 'Appreciation and recognition of the product'). The results show that the children's main focus is on their experience of movement.

show abstract

Section: Discussionmentioning

confidence: 99%

The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging

Greve

Thumel

Jastrow

et al. 2020

Physical Education and Sport Pedagogy

Self Cite

View full text Add to dashboard Cite

show abstract

Lehren und Lernen mit und über Medien im Sportunterricht

Rehlinghaus

2024

Ger J Exerc Sport Res

View full text Add to dashboard Cite

ZusammenfassungKinder und Jugendliche wachsen in einer digital geprägten Lebenswelt auf. Dies verleiht medienpädagogischen Zielen und Inhalten in der Schule eine wachsende Bedeutung. Dahingehend hat die Kultusministerkonferenz (KMK) in der Strategie „Bildung in der digitalen Welt“ bereits 2016 beschlossen, dass digitale Lehr- und Lernformate im Unterricht integriert sowie Medienkompetenzen in allen Fächern gefördert werden sollen. Dies gilt auch für den Sportunterricht. Lehrkräfte können hier als zentrale Akteur*innen bei der Inszenierung angesehen werden. Deshalb ist es notwendig, mehr über deren Sichtweisen auf ein Lehren mit und über (digitale) Medien im Sportunterricht zu erfahren. In diesem thematischen Rahmen wurden im Zeitraum Juli bis Dezember 2022 in einer leitfadengestützten Interviewstudie nordrhein-westfälische Sportlehrkräfte (N = 20) von Gesamtschulen (n = 7) und Gymnasien (n = 13) befragt. Die Ergebnisse verweisen darauf, dass Sportlehrkräfte ambivalent auf medienpädagogische Aufgaben blicken. Es zeigt sich zudem, dass bereits bekannte fachkulturelle Vorstellungen von Sportlehrkräften bezüglich der Inszenierung medienpädagogischer Aufgaben zu einer Vernachlässigung eines Lehrens und Lernens über Medien im Sportunterricht aus Sicht der interviewten Lehrkräfte führen.

show abstract

Bewegung, Spiel und Sport im Kindesalter

Schwier

Seyda

2022

Bewegung, Spiel Und Sport Im Kindesalter

View full text Add to dashboard Cite

Ways of staging a media-supported physical education classroom

Cited by 4 publications

References 13 publications

The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging

The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging

Lehren und Lernen mit und über Medien im Sportunterricht

Bewegung, Spiel und Sport im Kindesalter

Contact Info

Product

Resources

About