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Learning with Digital Tools vs. Learning Through Digital Tools in Physical Education: Impacts on Student Perceptions
No full textIntroduction Digital technologies are increasingly integrated into physical education (PE), primarily as tools for supporting skill acquisition (Jastrow et al., 2022). However, digital technologies hold additional educational potential by fostering digital competencies, aligning with the concept of an educating PE (“erziehender Sportunterricht”) (e.g., Wibowo et al., 2023). A key factor for adopting technology-based learning has been identified as perceived ease of use (PEU) and perceived usefulness (PU) (Granić & Marangunić, 2019). Therefore, this study investigates the effects of two intervention types on PEU and PU: (1) learning with digital tools (LWD), aimed at skill acquisition, and (2) learning with and through digital tools (LWTD), targeting skill acquisition and digital competency development. We hypothesized that LWTD would result in higher PEU and PU post-intervention.
Methods This quasi-experimental field study involved 33 students (14 females; age M = 14.4 ± 0.6 years) in regular PE classes over three weeks, learning the Fosbury flop with either an LWD (N = 16) or LWTD (N = 17) intervention. In LWD, the teacher provided feedback using Coach\u27s Eye weekly, while in LWTD, students progressively learned to use the app independently. Perceived ease of use (PEU) and perceived usefulness (PU) were assessed (adapted from Roth & Beege, 2024) at pretest, after the second intervention, and posttest. The data were analyzed with mixed-factorial ANOVAs with group as between-subject and time as within-subject factor.
Results Both PU, F(2, 62) = 4.06, p < .05, ηp² = 0.12, and PEU, F(1.69, 52.30) = 22.76, p < .05, ηp² = 0.42, showed significant increases over time. Contrary to expectations, LWD consistently exhibited higher PU than LWTD across all measurement points, especially at posttest (LWD: M = 3.84 ± 0.6; LWTD: M = 3.37 ± 0.7). However, this interaction was statistically not significant, F(2, 62) = 1.51, p = .23, ηp² = 0.05.
Discussion/Conclusion Incorporating digital technologies in PE positively influenced students\u27 perceived ease of use and usefulness of these tools. However, empowering students to independently use the tool – thereby enhancing their digital competencies – did not result in a more positive perception. Despite this, lesson observations revealed that students increased their tool usage and demonstrated comparable confidence in using Coach\u27s Eye over the intervention. These findings provide first insights into the potential to develop digital competencies in PE.
References
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. https://doi.org/10.1111/bjet.12864
Jastrow, F., Greve, S., Thumel, M., Diekhoff, H., & Süßenbach, J. (2022). Digital technology in physical education: A systematic review of research from 2009 to 2020. German Journal of Exercise and Sport Research, 52(4), 504–528. https://doi.org/10.1007/s12662-022-00848-5
Roth, A.-C., & Beege, M. (2024). Attitudes of students towards the use of video-based media in physical education. Current Issues in Sport Science (CISS, 9(2), 067. https://doi.org/10.36950/2024.2ciss067
Wibowo, J., Genfeld, L., Hofmann, R., & Wolters, H. (2023). Digitale Tools und Digitalität im Sportunterricht als Bedingungen von Bewegungsbildung. In E. Balz & T. Bindel (Eds.), Bildungszugänge im Sport. Bildung und Sport (pp. 147–162). Springer. https://doi.org/10.1007/978-3-658-38895-9_12
 
Four weeks of slow-paced breathing: a longitudinal, randomized, placebo-controlled study of the autonomic nervous system
No full textIntroduction The autonomic nervous system (ANS) relies on two essential feedback loops: respiratory sinus arrythmia (RSA) and arterial baroreflex which are both regulated by a complex interplay of sympathetic and parasympathetic activations. The amplitude of RSA is modified by the respiratory frequency, i.e. an increase in respiratory frequency leads to a progressive decline in RSA as vagal effectors become less able to follow variations at higher frequencies. On the contrary, a reduction in the respiratory frequency can increase RSA. Slow Paced Breathing (SPB) is usually associated with deep changes in thoracic volume which increases the parasympathetic tone, and which has numerous expected beneficial effects on health. However, some studies report little or no effects. The goal of this study was to test a personalized SPB training vs. placebo to help disentangle the effects of SPB from those solely linked to breathing awareness or distraction.
Methods Twenty-four young healthy volunteers participated in this study. They performed a four-week protocol of personalized SPB exercises (SPB group, n = 12) or control condition (spontaneous breathing, CON group, n = 12). Before and after the interventional period, they performed baroreflex sensitivity (BRS) and heart rate variability (HRV) assessments in our laboratory (labPRE and labPOST). During these four weeks, they performed three times per week an orthostatic test (OT) at home immediately before (hPRE) and after (hPOST) a SPB or CON exercise. The OT consisted of five minutes supine (sup) immediately followed by five minutes standing (stand). Personalized SPB was determined as the breathing frequency that elicited the greatest possible RSA, i.e., the best synchronization between breathing and heart rate. The HRV assessments included measures of heart rate (HR), root mean square of the successive differences (RMSSD), power spectrum in the low- and high-frequency bands (LF and HF).
Results HFsup increased only in the SPB group (1062±686 vs 1469±905 ms2) from labPRE to labPOST. In addition, both RMSSDsup (54±29 vs. 62±19 ms) and HFsup (1369±1211 vs. 1469±905 ms2) were greater in the SPB group than the control group in labPOST. BRS increased only in the SPB group from labPRE to labPOST (12.8±3.2 vs. 15.2±2.8 ms/mmHg). LFsup decreased from hPRE to hPOST and this decrease was greater in SPB than CON. RMSSDstand increased in both groups from hPRE to hPOST and this increase was greater in CON than SPB. LFstand decreased from hPRE to hPOST. This decrease was greater by the end than at the beginning of the intervention and greater in SPB than CON. HFstand increased from hPRE to hPOST, and this increase was greater in SPB than CON.
Discussion/Conclusion Four weeks of SPB training led to a larger increase in parasympathetic modulations to the heart in SPB than CON, indicating that such prolonged intervention has beneficial effects on health. These specific benefits were generally significant from week 4 onward. Further studies are required to better explore the underlying mechanisms
The Closer, The Harder? Investigating the use of peripheral vision in 3vs3 counter-attack VR situations in football
No full textIntroduction: Peripheral vision has been reported to be functional in team sports when monitoring the movements of multiple players (Vater et al., 2019). Expert soccer players for example report to use their peripheral vision in 3 vs. 3 football situations (Vater et al., 2019). It seems that they anchor their gaze on the player\u27s possession of the ball to monitor peripheral events (e.g., movements of other players). In this experimental study, we challenged the use of peripheral vision by varying the distance between the direct opponent and the participant in a virtual-reality counterattack situation.
Methods: Eighteen experienced football players were shown 3 vs. 3 virtual-reality football counter-attack situations from the perspective of the central defender. Their task was to detect the overrun of a wing striker on the right or left while monitoring a direct opponent who is about to pass to the striker that overruns his defender. In case there was an overrun on one side, a defensive movement to the right or left direction should be initiated as before the pass was played, ensuring that they would monitor the peripheral players and not wait for the pass. In half of the trials, both wing strikers out-ran their defenders, so the correct decision was to move after the direct opponent played the pass. As an independent variable, the distance between the direct opponent and the participant was systematically varied (10, 15 and 20 m; the distance at which the pass occurs). Decision accuracy and fixation characteristics were examined. Head orientation and body movements were captured with a 14-camera Optitrack system to assess if participants moved before or after the pass. Gaze behavior was differentiated between the monitoring (before overrun) and the decision-making phase (after overrun). It was predicted that the closer the distance the more likely that participants would fixate on the direct opponent and use peripheral vision instead of foveal vision.
Results: The results showed that fixation distance significantly increased with direct opponent distance, F(1.585, 53.889) = 181.428, p < .001, η²p = 0.842, with significant differences between all distances (p< .001). Gaze behavior differed markedly between monitoring and execution phases F(1, 34) = 49.194, p < .001, η²p = 0.591. Fixation distance decreased from monitoring to the decision-making phase. The percentage of fixations on the direct opponent decreased with increasing distance, F(2, 34) = 11.766, p < .001, η²p = 0.409. While timing accuracy did not vary across distances, F(2, 34) = 2.185, p = .128, η²p = 0.114, decision-making accuracy improved significantly at larger distances, F(2, 34) = 5.332, p = .010, η²p = 0.239.
Discussion/Conclusion: Orienting the head and eyes to relevant information sources is crucial in football decision-making. These findings demonstrate that distance manipulation influences visual behavior and decision-making processes in dynamic sports situations. The gaze patterns observed between the monitoring and execution phases suggest phase-specific visual strategies. Furthermore, while larger distances facilitate more accurate decisions, they do not impact timing performance, indicating a dissociation between spatial and temporal aspects of performance
La etnografía del lenguaje desde el entramado en línea/fuera de línea: desafíos y posibilidades
Get PDFLa etnografía (y la etnografía del lenguaje en particular) constituye un enfoque creativo que se adapta a las nuevas condiciones que encuentra, como es el caso de la mediación digital. Si bien en los entornos digitales las premisas metodológicas del estudio etnográfico del lenguaje se van redefiniendo a partir de ciertos desafíos, también aparecen nuevas posibilidades, siempre en el marco de un compromiso teórico y analítico que supone estudiar densamente la acción social desde el entramado en línea/fuera de línea. Ilustraré lo anterior a partir de dos casos de mis propias investigaciones. El primero remite a una escena glotopolítica producida en la interacción entre medios tradicionales peruanos y redes sociales durante la pandemia, en la que estuve directamente involucrada como observadora participante. El segundo aborda cómo los datos en espacios digitales son fundamentales para enriquecer el estudio etnográfico fuera de línea, cuando se trata de comprender procesos sociales en curso que trascienden estudios localizados. El foco en ambos casos estará en las prácticas del lenguaje como acciones que se van desplegando en trayectorias de eventos, y no como textos, con el objetivo de entender la producción semiótica de la diferencia y la consecuencia que esto tiene en materia de desigualdad.Ethnography (and language ethnography in particular) is a creative approach that adapts to the new conditions it encounters, as is the case of digital mediation. Although in digital environments the methodological premises of the ethnographic study of language are being redefined based on certain challenges, new possibilities also appear, always within the framework of a theoretical and analytical commitment that involves a dense study of social action from the online/offline entanglement. I will illustrate this with two cases from my own research. The first refers to a glotopolitical scene produced in the interaction between traditional Peruvian media and social networks during the pandemic, in which I was directly involved as a participant observer. The second one addresses how data in digital spaces are fundamental to enrich offline ethnographic research, when it comes to understanding ongoing social processes that transcend localized studies. The focus in both cases will be on language practices as actions unfolding in trajectories of events, rather than as texts, with the aim of understanding the semiotic production of difference and the consequence this has on inequality
Reseña de Janzen, Terry; Shaffer, Barbara. 2023. Signed Language and Gesture Research in Cognitive Linguistics. Berlin (Alemania): De Gruyter Mouton.
Get PDFBerufseinstieg und Professionalitätsentwicklung von Lehrpersonen mit ausländischem Lehrdiplom in der Schweiz
No full textLehrpersonen mit ausländischem Diplom müssen beim Eintritt in das Schweizer Schulsystem berufliche Anpassungen leisten, um Laufbahnhürden zu nehmen. Ein CAS-Lehrgang der Pädagogischen Hochschule Bern begleitet diesen Übergang institutionell. Eine qualitative Untersuchung beleuchtet, wie Teilnehmende ihren Berufseinstieg erleben und gestalten. Auf der Basis des Modells nachhaltiger Karrieren und der Kontroll-Wert-Theorie werden individuelle, kontextuelle und motivationale Faktoren der Professionalitätsentwicklung und des Wohlbefindens erfasst. Die Ergebnisse verdeutlichen hohe Motivation, erfolgreiche Anpassungsstrategien sowie die Relevanz institutioneller und kollegialer Anerkennung
Lernen im Berufseinstieg: Herausforderungen in der Klassenführung als Impuls für informelle Lerngelegenheiten
No full textDer Berufseinstieg von Lehrpersonen mit der Übernahme eigenverantwortlicher Lehrtätigkeit ist geprägt von einer hohen Komplexität und zahlreichen Herausforderungen. Ziel dieser Studie ist es, deskriptiv zu erfassen, welche informellen Lerngelegenheiten («opportunities to learn») Lehrpersonen im ersten Berufsjahr im Kontext der Klassenführung nutzen. Unterrichtssituationen, wie sie von 69 Lehrpersonen im ersten Berufsjahr berichtet wurden, sind hauptsächlich mit den Klassenführungsaspekten «Intervention bei Störungen» und «Arbeit mit Regeln» verknüpft. Informelle Lerngelegenheiten unterstützen die Bewältigung solcher Situationen, etwa durch Wissensaustausch und Reflexion
"Nobody knows what color I am": Time, Music, and Race in Kris Defoort’s The Time of Our Singing (2020)
Get PDFIn 2020, Belgian composer Kris Defoort (b.1959) completed his fourth opera, The Time of Our Singing, based on the homonymous novel by Richard Powers (2003). This article examines how Defoort’s The Time of Our Singing contributes to decolonialising opera by adopting Homi K. Bhabha’s postcolonial concept of “third space”. After identifying the three central themes in Powers’s novel, the contribution analyses how their adaptation in Defoort’s opera contributes to the construction of the opera as such a third space. An examination of the opera’s reception and the Belgian racial context from shows how these elements shaped the interaction between Defoort’s composition and the world beyond the opera stage
Officialisation des langues nationales - enjeux et défis pour le Burkina Faso
Get PDFThis article represents the current stage of our reflections on African language policy in general and that of Burkina Faso in particular. More specifically, we question the effectiveness of the officialization measures long demanded by certain African and Burkinabe linguists and now accepted by states such as Mali and Burkina Faso. We remain convinced that while officialization measures establish a legal framework that is, in principle, favorable to national languages, they do not automatically guarantee the promotion of the languages concerned. Similarly, a language policy of this scope must be rooted in the country\u27s language ecology, taking into account the ethnolinguistic vitality of the languages present, as well as the needs of the continent and the world as a whole. Similarly, in order to be successful, this policy of promoting African languages must take into account the human, financial, and above all sociopolitical costs, as well as the geopolitical implications, particularly the costs of the much-vaunted sovereignty. Technical and financial partners are not generally eager to get involved when it comes to claims of sovereignty and independence, which are a matter of state dignity.Le présent article est l’étape actuelle de nos réflexions sur la politique linguistique africaine en général et plus particulièrement sur celle du Burkina Faso. Plus précisément, nous nous interrogeons sur l’efficacité des mesures d’officialisation longtemps réclamées par certains linguistiques africains et burkinabè et aujourd’hui acceptées par des États comme le Mali et le Burkina Faso. Nous restons convaincus que si la mesure d’officialisation définit un cadre juridique « favorable », par principe, aux langues nationales, elle ne garantit pas automatiquement la promotion des langues concernées. De même, une politique linguistique de cette envergure devra s’enraciner dans l’écologie des langues du pays, en prenant en compte la vitalité ethnolinguistique des langues en présence ainsi que les besoins du continent ainsi que ceux du monde, de façon beaucoup plus globale. De même, pour réussir, celle politique de promotion des langues africaines doit tenir compte aussi bien des coûts humains, financiers et surtout sociopolitiques ainsi que des implications de géopolitique, notamment les coûts d’une souveraineté tant revendiquée. Les partenaires techniques et financiers ne se bousculent pas en général quand il s’agit de revendication de souveraineté et d’indépendance et cela relève de la dignité des États
The concepts of discerned and designed languages and their relevance for East Africa
Get PDFThis article starts with a dream: the dream that one day, the countries of East Africa will be middle- to high-income countries, with an education system to match that status. What would that mean for the medium of instruction in tertiary education? Using Estonia as a benchmark, and comparing that with data from Kenya, Tanzania and Uganda, I show that in future, it will be impossible to keep English as medium of instruction. Local languages will have to be used. However, how can that be done in a practical way? In order to discuss that, the article introduces the concepts of discerned and designed languages, inspired by the earlier concepts of ‘Abstand’ and ‘Ausbau’ languages as introduced by Heinz Kloss (1967). The concept of discerned languages is a more linguistic concept. The concept of designed languages is more sociological and is similar to that of intellectualized languages. Using these two concepts points to the social and political nature of how languages are classified and to the possibility that one designed language can serve as a formalized language for speakers of a number of related discerned languages. This is of great relevance to East Africa. The article proposes five principles for rational designed language choices. It expands on one of these – the importance of looking at ease of language learning and teaching when making rational choices. The article then ends with a number of policy recommendations, slightly different for each country
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