Keywords
., Technologies, ICT, challenge-based learning, badminton, innovative methodology, PE, physical education, QR codes
A technology-based experience to improve badminton skills: A challenge-based learning application
Abstract
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In recent years, it has become evident that technologies are part of daily life and can be useful and helpful to improve teaching and learning processes in education. Specifically, this evidence has highlighted the positive effect of technologies on improving motor skills. This study presents a technology-based learning (TBL) proposal and analyses how the implementation of such a proposal in physical education (PE) might affect students’ academic performance (theoretical knowledge and practical competence). A quasi-experimental study was carried out with experimental and control groups. A total of 84 participants (35 males and 49 females) between 13 and 15 years of age (Mage = 13.35, SD = 0.62) took part in the experience over a period of 6 weeks (ncontrol = 49; nexperimental = 35). The teacher assessed students’ practical competence level in both the experimental and control groups to verify homogeneity. Theoretical knowledge and badminton-specific motor skill tests were performed in both groups after the intervention. Analysis showed that, after the intervention, students in the TBL group significantly increased their levels of badminton-specific motor skills (Mcontol = 7.01 vs Mexperimental = 7.73) compared with students in the control group. No significant changes were observed for theoretical knowledge. The findings of this study highlight that the integration of technologies in PE might be a valid and effective methodological approach for PE students to achieve adaptive learning outcomes and improve their academic performance.
In recent years, it has become evident that technologies are part of daily life and can be useful and helpful to improve teaching and learning processes in education. Specifically, this evidence has highlighted the positive effect of technologies on improving motor skills. This study presents a technology-based learning (TBL) proposal and analyses how the implementation of such a proposal in physical education (PE) might affect students’ academic performance (theoretical knowledge and practical competence). A quasi-experimental study was carried out with experimental and control groups. A total of 84 participants (35 males and 49 females) between 13 and 15 years of age (Mage = 13.35, SD = 0.62) took part in the experience over a period of 6 weeks (ncontrol = 49; nexperimental = 35). The teacher assessed students’ practical competence level in both the experimental and control groups to verify homogeneity. Theoretical knowledge and badminton-specific motor skill tests were performed in both groups after the intervention. Analysis showed that, after the intervention, students in the TBL group significantly increased their levels of badminton-specific motor skills (Mcontol = 7.01 vs Mexperimental = 7.73) compared with students in the control group. No significant changes were observed for theoretical knowledge. The findings of this study highlight that the integration of technologies in PE might be a valid and effective methodological approach for PE students to achieve adaptive learning outcomes and improve their academic performance.
Información detallada
Materias, derechos, colecciones e identificadores
URI / Handle
https://doi.org/10.1177/17543371231185913Rights
Creative Commons Reconocimiento-NoComercial-SinObraDerivada España