18. Research in Sports Pedagogy
Paper
Health Promotion in Physical Education through Digital Media: Experiences and Acceptance from the Perspective of Students and Teachers
Carolin Knoke1, Alexander Woll1, Ingo Wagner2
1Karlsruhe Institute of Technology (KIT), Institute of Sport and Sport Science, Karlsruhe, Germany; 2University of Freiburg, Institute of Sport and Sport Science, Freiburg, Germany
Presenting Author: Knoke, Carolin
School health programs offer a great opportunity to promote students' health through physical activity (Yuksel et al., 2020). However, the potential of digitalization as a social transformation in physical education (PE) could be better exploited in the area of health promotion (Goodyear et al., 2019; Knoke et al., 2024). The aim of this guideline-based interview study is therefore to investigate the experiences and attitudes of students and teachers towards digital media for students’ health promotion in PE.
The extended technology acceptance model (TAM) by Davis (1986) was used as a theoretical basis to determine the acceptance of health promotion through digital media. The model describes that a user's attitude towards the system influences whether media is actually used (Davis, 1986). In the context of the use of digital media in PE, this means that the core variables have an influence on whether or not a teacher will use digital media in their physical education lessons. The three-stage model by Nutbeam (2000) was also used as a model for health literacy. Nutbeam (2000) classifies health literacy and thus the handling of health-related information in a three-stage model. The first level of the functional form ("functional health literacy") describes the ability to research and use health-related information as well as the basic ability to read and write. The communicative-interactive form ("interactive health literacy") describes the ability to use various sources and to consider the origin of the information and thus its trustworthiness. The highest level of health literacy in Nutbeam's model (2000) is the "critical form", i.e. the ability to critically reflect on health-related information.
Methodology, Methods, Research Instruments or Sources UsedA qualitative method was chosen in order to openly ask teachers and students about their experiences and assessments of the use of digital media for health promotion and health literacy in PE lessons. The use of a qualitative method can be justified by the existing research gap in the field of health promotion in physical education with digital media. The qualitative research design also offers the opportunity to take an exploratory approach to the reality of students' experiences in the classroom.
To answer the research question on the experiences and acceptance of students and teachers regarding health promotion through digital media in physical education, a total of 25 semi-structured guided interviews were conducted and analysed using MAXQDA with qualitative content analysis according to Mayring by coding. The interviews were conducted as individual and group interviews and comprised a sample of N=15 students and N=10 PE teachers at German schools of various types who voluntarily participated in the study.
In the first block of questions, the guideline asked what experiences had already been made with the use of digital media to promote health in PE lessons. This was followed by questions on attitudes towards the use of digital media for health promotion in PE lessons. In addition, the Technology Acceptance Model (TAM) by Davis (1986) was used as the theoretical basis for the interview guide. The guideline questions related both to experiences with the use of digital media for health promotion and health literacy in physical education and to the assessment of, for example, the suitability or efficiency and the required characteristics of these digital media for use in physical education.
Conclusions, Expected Outcomes or FindingsThe interview study revealed that digital media have only been used to a limited extent to promote health in PE lessons so far. Some of the teachers stated that they had little knowledge of the use of digital media in PE lessons, and that it is often unclear how digital media can be applied in PE lessons to promote health. These results are confirmed by the statements of the students.
In the area of "system use" (TAM), the existing experiences and attitudes of students and PE teachers regarding the use of digital media for health promotion in PE lessons most frequently include the areas of applications (apps), videos, tracking and communication. The digital medium most frequently mentioned was the tablet. With regard to the acceptance of the use of digital media in PE lessons, the teachers’ perspectives differed from those of the students, who were predominantly positive. The reasons for the students' positive attitude towards the use of digital media for health promotion are an expected healthier lifestyle, expected reliable health information and a preference for digital media, which can lead to increased motivation. Expected or experienced difficulties were mentioned by the students, e.g. in connection with the media skills of the PE teachers, by both sides regarding data management and primarily by the PE teachers regarding time management and the students' active exercise time. External factors such as a lack of or poor Wi-Fi in sports halls, inadequate equipment at schools and a lack of guidance on the use of digital media in PE lessons were reported by both PE teachers and students.
Based on these findings, possible PE-specific modifications to the underlying theoretical models are discussed.
ReferencesDavis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340.
Goodyear, V. A., Armour, K. M., & Wood, H. (2019). Young people learning about health: The role of apps and wearable devices. Learning, Media and Technology, 44(2), 193–210. https://doi.org/10.1080/17439884.2019.1539011
Knoke, C., Woll, A. & Wagner, I. (2024). Health promotion in physical education through digital media: a systematic literature review. German Journal Exercise Sport Research. https://doi.org/10.1007/s12662-023-00932-4
Nutbeam, D. (2000). Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International. 15. 259–267.
Yuksel, H. S., Şahin, F. N., Maksimovic, N., Drid, P. & Bianco, A. (2020). School-Based Intervention Programs for Pre-venting Obesity and Promoting Physical Activity and Fitness: A Systematic Review. International Journal of Environ-mental Research and Public Health; 17(1):347. https://doi.org/10.3390/ijerph17010347
18. Research in Sports Pedagogy
Paper
Preferences towards Physical Activity, Sports, and Leisure Practices in Adolescents: Strengths and Weaknesses
María Alejandra Ávalos-Ramos, María Teresa Pascual-Galiano, Andreea Vidaci
University of Alicante, Spain
Presenting Author: Pascual-Galiano, María Teresa;
Vidaci, Andreea
The World Health Organization (WHO, 2020) raises concerns about the prevalence of sedentary behavior in society, particularly among adolescents. This qualitative study, involving 142 adolescents, aims to analyze their inclination and preferences for Physical Activity and Sports (PAS) and Leisure Activities (LA), considering gender differences. The study utilized semi-structured interviews and focus groups, revealing a strong intention among adolescents to participate in future PAS and LA.
Approximately 80% of adolescents aged 11 to 17 fail to meet global PAS recommendations (Baños et al., 2019), a worrisome trend given the lasting impact of adolescent habits. The Spanish Association of Pediatrics (SAP, 2014) notes that 45% of 15 to 24-year-olds minimally engage in PAS, missing out on benefits like reduced health risks and improved mental and overall well-being (WHO, 2020; Izurieta-Monar, 2019). The sedentary nature of modern society, driven by excessive technology use, exacerbates this issue (ANIBES, 2016). In Spain, these habits indicate that 60.6% of the male population and 56.8% of the female population, aged 13 to 17, are exposed to more than two hours of electronic device usage daily. Additionally, a declining trend in active commuting to educational institutions has been observed (ANIBES, 2016).
Adolescence often witnesses a decline in interest in sports, with most young people active in PAS only until around age 12, mainly in educational or leisure settings (González-Hernández & Martínez-Martínez, 2020). At the same time, adolescents encounter certain inconveniences when engaging in PAS. Some of the barriers are related to the incompatibility of activities, lack of time, or demotivation due to routine and imposed practice (Espada-Mateos & Galán, 2017). Simultaneously, boredom in Physical Education (PE) classes could be a strong predictor of sports abandonment in adolescents (Baños et al., 2019). In this regard, personal reasons have been identified for adolescents disengaging from sports activities, among which laziness, the need for free time for social interaction, or an interest in using technology stand out.
Environmental factors influencing PAS engagement include family sporting habits and peer involvement (Strandbu et al., 2020), with economic barriers limiting opportunities, particularly in institutional settings (García-Moya et al., 2012). Growing income-related inequalities and factors like residence environment and public sports offerings impact PAS continuity (Guérandel, 2022).
Gender disparities in PAS engagement are noticeable, with girls exhibiting lower levels of participation (Peral-Suárez et al., 2020). Gender stereotypes in sports contribute to these differences but are gradually becoming less pronounced due to societal inclusivity values (Beltrán et al., 2023). Interventions in educational settings, particularly PE sessions, are important for promoting PAS among girls, emphasizing enjoyable, diverse, non-competitive activities (Boraita et al., 2022).
Thus, it becomes evident that there is a need to advocate for physical activity and leisure practices that align with participants' preferences, fostering a predisposition towards utilizing free time, and ultimately aiming to cultivate a healthy lifestyle from an early age.
The study's objectives were to analyze adolescents' future PAS and LA intentions, identifying challenges and improvement suggestions from a gender perspective.
Methodology, Methods, Research Instruments or Sources UsedThis qualitative case study, well-suited for exploring adolescents' experiences and perspectives on PAS and LA, employs a narrative approach to analyze their current and future engagement in these activities within their municipality.
The study focuses on understanding the interactions between adolescents and their specific environments related to PAS and leisure, thus offering insights into their lived experiences.
The study selected 142 adolescents (72 girls and 70 boys) from a high school in the Valencian community, chosen for their low involvement in PAS and LA. The participants, aged between 11 and 13, voluntarily joined the study with consent from their legal guardians, under the ethical approval of the University of Alicante.
The municipality, with a population of nearly 30,000, offers various cultural, social, and sports facilities and supports economically disadvantaged families with subsidies for PAS and LA.
Data collection involved semi-structured written interviews and focus groups, using narrative techniques to gather participants' thoughts on current and future involvement in PAS and leisure within their community. The two primary questions explored in the interviews were about the adolescents' preferred PAS and LA and the challenges they face in participation. Interviews were conducted in classrooms, lasting around 40 minutes each, ensuring anonymity and encouraging open expression.
Focus groups, consisting of 10 participants each, were used to understand improvement suggestions for the municipality's PAS and leisure offerings. These groups facilitated the exchange of diverse opinions in a natural setting, allowing for the validation of perspectives. The sessions, held during the school day, lasted 45 minutes each, emphasizing participation and active listening.
The data collection phase spanned two weeks, with permissions obtained from educational institutions and legal guardians. The information from interviews and focus groups was transcribed and analyzed using inductive content analysis to establish themes, categories, and codes. The research identified two main themes: adolescents' predisposition and preferences for PAS and LA, and their suggestions for improving these activities in their municipality.
Using the Analysis of Qualitative Data 7 software, the study integrated quantitative and qualitative data, presenting findings as a percentage of absolute frequency, and including significant narrative excerpts. This comprehensive approach provided a detailed understanding of the adolescents' perspectives on PAS and LA, their preferences, challenges, and improvement ideas within their community context.
Conclusions, Expected Outcomes or FindingsThis case study highlights the strong future inclination of adolescents towards PAS and LA, emphasizing the importance of customizing these programs to their preferences, age, and gender. Institutions need to align their PAS and leisure offerings with the interests of the youth.
The study reveals distinct preferences among adolescents: girls show a tendency towards individual physical activities, while boys lean more towards group sports and technological pursuits. Girls also exhibit a greater interest in artistic and social media activities. This diversity poses a challenge to program designers, who often fail to consider the varied preferences of different age groups, leading to a mismatch between available activities and what adolescents want.
A significant concern raised by the youth is the need for better sports and leisure facilities, with many existing ones perceived as outdated, inadequate, or expensive. The adolescents propose renovations and improvements to these facilities and resources. They also suggest more equitable economic distribution to address disparities in the types of activities offered. This could include offering scholarships and free activities for disadvantaged and large families, thereby enhancing the quality and accessibility of sports services.
The use of social media is recommended by the young participants for better promotion and information dissemination about physical and LA. They also advocate for conducting surveys to gain a deeper understanding of their interests and preferences.
Finally, the study highlights adolescents' strong future intentions for PAS and LA, with preferences varying by gender. The findings underscore the need for updated and adapted sports and leisure facilities, better economic resource distribution, and tailored programs to align with youth preferences. This approach could foster a disposition towards PAS from a young age.
This research was funded by the project “Diagnosis and Analysis of Adherence to Physical Activity and Sports among Young People. . .,” File 3992/2022.
References1.ANIBES. (2016). Sedentarismo en niños y adolescentes españoles: resultados del estudio científico ANIBES. Org.es. https://www.fen.org.es/anibes/archivos/documentos/ANIBES_numero_13.pdf
2.Spanish Association of Pediatrics (SAP). (2014). Consejos sobre actividad física para niños y adolescentes. Aeped.es. https://www.aeped.es/sites/default/files/documentos/diptico_actividad_fisica_aep_web.pdf
3.Baños, R., Marentes, M., Zamarripa, J., Baena-Extremera, A., Ortiz-Camacho, M., & Duarte-Felix, H. (2019). Influencia de la satisfacción, aburrimiento e importancia de la educación física en la intención de realizar actividad física extraescolar en adolescentes mexicanos. Cuadernos de psicología del deporte, 19(3), 205–215.
4.Beltrán, V. H., Gamonales, J. M., Espada, M. C., & Tena, A. E. (2023). Analysis of the evolution of the number of federation licenses in Spain (2009-2021). Cultura_Ciencia_Deporte, 18(57). https://doi.org/10.12800/ccd.v18i57.2041
5.Espada Mateos, M., & Galán, S. (2017). Evaluación de las barreras para la práctica de actividad física y deportiva en los adolescentes españoles. Revista de salud publica (Bogota, Colombia), 19(6), 739–743. https://doi.org/10.15446/rsap.v19n6.66078
6.García-Moya, I., del Carmen Moreno Rodríguez, M., de los Santos, F. J. R., Valverde, P. R., & Iglesias, A. J. (2012). Iguales, familia y participación en actividades deportivas organizadas durante la adolescencia. Revista de psicología del deporte, 21(1), 153–158.
7.González-Hernández, J., & Martínez-Martínez, F. D. (2020). Prosocialidad y dificultades de socialización en la adolescencia. Influencias según sexo y práctica deportiva. Revista de psicología del deporte, 29(2), 117–124.
8.Guérandel, C. (2022). Being involved in sports or giving up: The effects of context on teenage girls’ practice in French disadvantaged urban neighborhoods. Sociology of Sport Journal, 39(4), 362–372. https://doi.org/10.1123/ssj.2021-0123
9.Izurieta-Monar, A. (2019). Causas y consecuencias del sedentarismo. Más Vita, 1(2), 26–31.
10.Peral-Suárez, Á., Cuadrado-Soto, E., Perea, J. M., Navia, B., López-Sobaler, A. M., & Ortega, R. M. (2020). Physical activity practice and sports preferences in a group of Spanish schoolchildren depending on sex and parental care: a gender perspective. BMC Pediatrics, 20(1). https://doi.org/10.1186/s12887-020-02229-z
11.Rivera, C. J. (2019). Abandono de la práctica deportiva. Edu.co.
12.Strandbu, Å., Bakken, A., & Stefansen, K. (2020). The continued importance of family sport culture for sport participation during the teenage years. Sport, Education and Society, 25(8), 931–945. https://doi.org/10.1080/13573322.2019.1676221
13.WHO Guidelines on physical activity and sedentary behaviour. (2020). Who.int. Recuperado el 30 de enero de 2024, de https://www.who.int/publications-detail-redirect/9789240015128
18. Research in Sports Pedagogy
Paper
The Art of Noticing in Inclusive Teaching Practices in PE.
Corina van Doodewaard
Windesheim University, Netherlands, The
Presenting Author: van Doodewaard, Corina
Education, including physical education (PE), is an area where the practice of inclusion matters every day. These practices are often intended to contribute to equality and/or prosperity, but at the same time they seem to alienate students from physical education and lead to new forms of isolation (see for example Holland et al., 2022; Storr et al., 2022). Teachers, including PE teachers, struggle with these paradoxes of inclusive teaching practices (PIT). Often, their inclusive educational practices turn into individualized practices (Wienen, 2022). However, this is a practice that simultaneously excludes students. For example, when students are made responsible for their own progress in learning to perform a dance, and their next dance moves are available at any time in instructional videos. These videos show what needs to be done to reach the next level. However, in this case, students are expected to become part of the group that carries out the next level, which means they do their own inclusion work. Students exposed to such practices have reported feeling isolated from both peers and teachers (Kruiswijk, 2017).
Teachers' attempts seem to be driven by exclusive mechanisms, of which they are not aware (Dobush, 2021; Ledoux et al., 2020; Van Doodewaard. 2022). These mechanisms are often embedded in discursive practices of gender, ethnicity, ability, insecurity and citizenship (Hermans, 2023). Critical researchers have been warning for more than twenty years about the negative impact of such discriminatory practices on students, but these practices appear to be resistant to change. Or are we missing something?
That is why our research is driven by questioning the status quo: what would happen if we studied discriminatory inclusion practices in PE as ruins of capitalism and colonialism – as sites of dualistic practices, driven by hegemonic sports, health, and citizenship discourses, which scored the best, rewarded the healthiest and celebrated the most civilized as winners? (Hermans, 2024; Lynch et al., 2022; Tsing, 2015; Wienen, 2022). Inclusion practices in schools continue to label students as normal/adequate or abnormal//inadequate. The norms for including students in the 'normal' category appear to be ambiguous and riddled with educational dilemmas (Corcoran, 2019; Van Doodewaard. 2022).
Methodology, Methods, Research Instruments or Sources UsedWe will engage in the art of noticing to discern rhizomatic patterns in inclusive teaching practices in PE (Tsing, 2015, Gravett, 2022). The art of noticing offers the opportunity to question PIT practices and look beyond their paradoxes (Taylor et al., 2023). It facilitates noticing thoughts and feelings that underlie exclusionary practices and embracing the ambiguity and unpredictability of relational practices that are part of PIT.
Conclusions, Expected Outcomes or FindingsThe research is an ongoing project, which means results and conclusions will be shared at the conference.
ReferencesCorcoran,T., Claiborne, L., and Whitburn, B. (2019). Paradoxes in inclusive education: a necessary condition of relationality? Int. J. Inclusive Educ. 23, 1003–1016. doi: 10.1080/13603116.2019.1625453
Dobusch, L. (2021). The inclusivity of inclusion approaches: a relational perspective on inclusion and exclusion in organizations. Gender Work Organ. 28, 379–396. doi: 10.1111/gwao.12574
Gravett,K., Taylor, C.A., & Fairchild , N.(2021): Pedagogies of mattering: re-conceptualising relational pedagogies in higher education, Teaching in Higher Education, DOI: 10.1080/13562517.2021.1989580
Kruiswijk, M. (2017). Leerprocessen in beeld. [learning in the picture]. Masterthesis Windesheim.
Tsing, A. L. (2015). The mushroom at the end of the world: On the possibility of life in capitalist ruins. Princeton University Press.
Storr,R, Nicholas,L., Robinson, K., & Davies, C. (2022). ‘Game to play?’: barriers and facilitators to sexuality and gender diverse young people's participation in sport and physical activity, Sport, Education and Society, 27:5, 604-617, DOI: 10.1080/13573322.2021.1897561
Hermans, C. (2023). Pedagogiek van het onderweg zijn. [Pedagogy of the ongoing]. Garant.
Ledoux, G. & Waslander, S. (2020). Evaluatie Passend Onderwijs: Eindrapport [Evaluation Appropriate Education: Final Report]. Amsterdam: Kohnstamm Institute.
Lynch, S., Walton-Fisette, J. L., & Luguetti, C. (2021). Pedagogies of social justice in physical education and youth sport. Routledge.
Van Doodewaard, C.L. (2022). Paradoxes of inclusive teaching practices and the beautiful between. Utrecht University. DOI: 10.33540/1134.
Van Manen, M. (2015). Pedagogical tact. Knowing what to do when you don’t know what to do. New York: Routledge.
Wienen, B. (2022). Van individueel naar inclusief onderwijs.[ From individualized to inclusive education). Instondo B.V.
18. Research in Sports Pedagogy
Paper
Daily Physical Activity of Sport Educators
Andra Fernate, Zermena Vazne, Katrina Volgemute
Latvian Academy of Sport, Latvia
Presenting Author: Fernate, Andra
Findings show that a possible reason of burnout among sport educators is the accumulated actual and perceived stress of sports educators (Wright, et al., 2023), even though the work of sports educators is related to physical activities.
A recently published systematic review highlighted that they faces high levels of stress, emphasizing the urgency of exploring and addressing the unique stressors and challenges faced by physical educators (Alsalhe, et al., 2021). Physical education teachers and coaches daily physical activity has been insufficiently studied.
But individuals who participate in moderate physical activity experience fewer complaints of sleep disorders and enjoy enhanced sleep quality (Sejbuk, et al.). Physical activity can be measured by a variety of methods, both objective and subjective, but one of the prerequisites for understanding the relationship between an active lifestyle and wellbeing is to be sure that the instrument measures what it is designed to measure and that it can be used in many countries.
The objective of the research is to investigate daily physical activity and to find out the correlations between measurement properties of sport educators’ self-reported physical activity indicators in the Global Physical Activity Questionnaire (GPAQ), International Physical Activity Questionnaire (IPAQ), European Health Interview Survey-Physical Activity Questionnaire (EHIS-PAQ) and Physical Activity Scale (PAS).
The research questions:
- What is the daily physical activity of sport educators?
- Is there a correlation between the measurement characteristics of sport educators’ self-reported physical activity indicators in in the Global Physical Activity Questionnaire (GPAQ), International Physical Activity Questionnaire (IPAQ), European Health Interview Survey-Physical Activity Questionnaire (EHIS-PAQ) and Physical Activity Scale (PAS)?
Methodology, Methods, Research Instruments or Sources UsedMethods: participants were 288 sport educators (age 22-53; 48,6% women and 51,4% men). The type, involvement and amount of physical activity was determined by the GPAQ, IPAQ, EHIS-PAQ, PAS adapted into Latvian. The research results showed that questionnaires allowed to determine the respondents’ physical activity indicators. Statistically significant correlations were determined between indicators obtained in all physical activity questionnaires applied in the research (p<0.05). The following methods were used in the research: the Latvian version of the Global Physical Activity Questionnaire (GPAQ) and Physical Activity Scale (PAS). Mathematical statistics (descriptive statistics, Cronbach’s coefficient alpha and the inferential statistics).
The adaptation of the questionnaires the Latvian version of the Global Physical Activity Questionnaire (GPAQ) and Physical Activity Scale (PAS) took place in several stages (ITC, 2017). The forward-backward translation of the questionnaire was provided by professional English and Latvian philology specialists specializing in sport science. The questionnaire process and collection of respondents’ data took place anonymously, in accordance with the Vienna Convention on Human Rights.
Conclusions, Expected Outcomes or FindingsThe preliminary results have shown that indicators of internal coherence of the questionnaires on physical activity indicators (Global Physical Activity Questionnaire (GPAQ) and Physical Activity Scale (PAS)) show a corresponding reliability of the translated Latvian version of the questionnaire. There are statistically significant correlations between the content indicators of all physical activity questionnaires. The preliminary results of this study indicate that PAS underestimates time spent in sedentary behaviour and overestimates time spent in light, moderate and vigorous activity.
References-Alsalhe, T. A., Chalghaf, N., Guelmami, N., Azaiez, F., & Bragazzi, N. L. (2021). Occupational burnout prevalence and its determinants among physical education teachers: A systematic review and meta-analysis. Frontiers in Human Neuroscience, 15, 553230.
-International Test Commission. (2017). The ITC Guidelines for Translating and Adapting Tests (Second edition). [www.InTestCom.org]
-Sejbuk, M., Mirończuk-Chodakowska, I., & Witkowska, A. M. (2022). Sleep quality: a narrative review on nutrition, stimulants, and physical activity as important factors. Nutrients, 14(9), 1912.
-Wright, S. A., Walker, L. F., & Hall, E. E. (2023). Effects of workplace stress, perceived stress, and burnout on collegiate coach mental health outcomes. Frontiers in sports and active living, 5, 974267. https://doi.org/10.3389/fspor.2023.974267
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