scholarly journals Exploration of CoachEye Application Features to Improve Feedback During Physical Education

2021 ◽  
Vol 17 (2) ◽  
pp. 132
Author(s):  
Ajau Danis ◽  
Ahmad Fahim Zulkifli
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Learning Experience ◽  
Movement Analysis ◽  
Phenomenological Approach ◽  
Study Data ◽  
Mixed Method Research ◽  
Post Intervention ◽  
Mean Values

Abstract: The main purpose of this study was to explore the CoachEye movement analysis application features most preferred to enhance engagement and learning experience among learners. This study adopted the mixed-method research design comprising both qualitative and quantitative methodologies. Participants consisted of 30 undergraduate physical and health education major students ages between 20-26 years (16 males and 14 females respectively). The qualitative data were gathered via focus group discussions (i.e., 6 sessions, 5 participants/session) while quantitative data were collected through a modified TSCI questionnaire at the beginning and end of this study. Data analysis was conducted with SPSS (version 26.0) using tests such as descriptive statistics (e.g., means, standard deviation, percentage) and inferential statistics to determine the relationship between variables. The paired sample t-test was also used to compare mean values between pre-and-post intervention while graph and table were utilised to demonstrate behavioural changes. The phenomenological approach was used to gather qualitative data and analysed using Consider.ly software. The participants' knowledge and perceptions towards technology-assisted physical education improve across intervention with greater efficacy (7.47 ± 0.64) at the post compared to pre-intervention (6.57 ± 0.4). With regards to features, positive values associated with the abilities to analyse movements and identification of correct and false techniques while negative values associated with confusion and lack of confidence. This study demonstrated the addition of technology was generally effective to complement teaching and learning. Nonetheless, issues such as practice time, personal preferences, and digitised perceptions serve as future challenges in this topic.   Keywords: CoachEye analysis, Feedback, Mobile application, Physical education, Teaching and learning

scholarly journals Improving Teaching and Learning in Physical Education: Using a Developmental Continuum and Eliminating Traditional Grading / Unapređenje procesa nastave i učenja u fizičkom vaspitanju: Upotreba razvojnog kontinuuma i eliminisanje tradicionalnog ocjenjivanja

2016 ◽  
Vol 10 (2) ◽  
Author(s):  
Adrian J Haug ◽  
Mila Fischer
Keyword(s):  
Physical Education ◽  
Student Performance ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Traditional Grading ◽  
Health Related ◽  
Risk Takers ◽  
Differentiated Learning ◽  
Physical Skills ◽  
The Relationship

Assessment methods and the ownership of learning in Physical Education remain, in most cases, as highly traditional practices which do not fully allow students to be active and enthusiastic participants in the process of learning physical skills and health related knowledge. This study focuses on the improvements of student accountability and ownership for learning in Physical Education classes when traditional grading is removed and a year-level-only curriculum is replaced with a developmental learning continuum. The context of this study is to identify the relationship between student motivation, interest in learning, and the accountability to reach set goals when grade rewards are replaced with clear descriptions of student performance and development along a schema of skills and knowledge in PE. The research of our project will determine that the modifications made to the process of teaching and learning has improved the learning experience of our test subjects. The study has proven that when traditional grading is removed and students have the opportunity for true differentiated learning, they demonstrate far more intrinsic motivation in their learning. The students have taken grater ownership over their development and have become more accountable for their own process of learning. To truly unlock the potential of each child, we educators need to support our students to be risk takers who are inquiring and reflective.

scholarly journals PROMOTING STUDENTS’ AUTONOMOUS LEARNING THROUGH ICT BASED LEARNING IN ICP: A CASE STUDY

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Langgeng Budianto
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Study Data ◽  
Regular Class ◽  
Interview Guide ◽  
Information And Communication ◽  
Field Notes ◽  
Online Sources ◽  
Curriculum Topic

Promoting Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ efforts in recent years. Based on the scope of content covered, ICT integration can happen in three different areas: curriculum, topic, and lesson. The evolution of the ICT has changed the way student or individual learns and communicates. It has created a global social network, where everyone is connected, either directly or indirectly, to each other, especially in exchanging, sharing and learning autonomously. This study attemptted to delineate how the students of International Class Program (ICP) at the Faculty of Islamic Education, handle the use of online sources. The students of ICP were selected as the informant. For eliciting information; observation and interview are used in this study. Data are collected by mean of interview guide and field notes. There are 18 students in ICP class. However for the purpose of the study, the researcher selected only three students to participate in the study. The results indicated that three respondents felt positive about using internet to perform task learning experience compared to their experiences in the regular class.

scholarly journals Functional Approaches for Applying Workbased Learning into Electrical and Electronic Technology Education in Nigeria

2019 ◽  
Vol 8 (5C) ◽  
pp. 831-839
Keyword(s):  
Skill Acquisition ◽  
Learning Experience ◽  
Sampling Technique ◽  
Study Data ◽  
Electronic Technology ◽  
Industrial Training ◽  
Mean Values ◽  
Tertiary Institutions ◽  
Learning Framework ◽  
Training Unit

The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)’. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50% and above were interpreted as ‘Practiced’ while those with less than 50% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.

Examining physical education experiences at integrated and residential schools for students with visual impairments

2020 ◽  
Vol 38 (3) ◽  
pp. 312-323
Author(s):  
Rebecca Coffey ◽  
Justin A Haegele ◽  
Xihe Zhu ◽  
Jonna Bobzien
Keyword(s):  
Physical Education ◽  
Visual Impairments ◽  
Phenomenological Approach ◽  
Study Data ◽  
Residential Schools ◽  
Support Needs ◽  
Telephone Interviews ◽  
School Settings ◽  
Interpretative Phenomenological Approach ◽  
Perceived Teacher Support

This study examined how individuals who experienced physical education in both integrated and residential school settings viewed their physical education experiences. A retrospective interpretative phenomenological approach (IPA) was used, and five adults with visual impairments (aged 20–35 years; three males, two females) were enrolled in this study. Data collection included semi-structured telephone interviews and reflective interview notes, which were analyzed thematically using a three-step process. Two interrelated themes emerged from the data. In the first theme – feelings about being included and excluded – participants described that across school settings, inclusivity and exclusivity were central to how they understood their physical education experiences. The second theme – support needs met at residential schools – described how perceived teacher support and feelings of relatedness with peers were identified as important factors related to their willingness to explore the environment and engage in physical education curricula.

Impact of Learner-Centred Teaching Environment with the Use of Multimedia-mediated Learning Modules in Improving Learning Experience

2014 ◽  
Vol 68 (2) ◽  
Author(s):  
Yap Wei Li ◽  
Neo Mai ◽  
Neo Tse-Kian
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experience ◽  
Independent Learning ◽  
Mixed Method Research ◽  
Mediated Learning ◽  
Teaching Environment ◽  
Learning Module ◽  
Outcome Based Education

Malaysian tertiary education is still very much practicing the traditional teaching and learning approach. There had been a push by the Ministry of Education in Malaysia to move towards outcome-based education. Technology can be used to facilitate teaching and learning process moving towards outcome-based education. The use of technology can help forming learner-centred teaching environment where in this research students were exposed to online learning environment through the Internet platform and it was also known as a self-directed learning environment. Besides online platform, multimedia technology can be used to help enhance students’ learning experience by motivating them to learn. This research allowed students to have independent learning using multimedia learning module. With the aid of technology used in education, learner-centred teaching could be formed. Learner-centred teaching allowed the focus to be shifted from lecturers to students, and then learner understanding and motivation would be improved. This research was conducted using mixed-method research design. Results from pre/post-tests, survey and students’ comments were triangulated and indicated that learner-centred teaching environment with the use of multimedia-mediated learning module contributed in improving learner motivation compared to teacher-centred teaching environment. This research supported the benefits of shifting from teacher-centred teaching to learner-centred teaching environment.

scholarly journals Gross Motor Development Level Of The Children Age 9 Years

2014 ◽  
Vol 2 (11) ◽  
pp. 129-135
Author(s):  
Masri Baharom ◽  
Ahmad Hashim ◽  
Mahaliza Mansor
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Learning Process ◽  
Motor Development ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

Physical education plays a role in contributing to the growth and development of the children through the learning experience to meet the needs of the psychomotor, cognitive, and affective domain [1,9,8,11]. All children will go through a learning process based on Physical Education syllabus as set out in the primary school integrated Curriculum (KBSR). In the Physical Education curriculum, children have been encourage to develop fitness, skill and sportsmanship. The focus of this study is about teaching of fitness in gross motor skills which consist of the locomotors and manipulative skills. Children age seven to nine years have been involved in teaching and learning process based on these skills. Children will apply all the locomotors and manipulative skills since they are in level one primary school.

scholarly journals Using Constructivist Approach to Enhance Understanding of Mole Concept among Second Year Students in Chemistry at Adobewura Senior High School in Ashanti Region, Ghana

2020 ◽  
Vol 8 (08) ◽  
pp. 1611-1617
Author(s):  
Kennedy Ameyaw Baah ◽  
Frank Owusu Ansah ◽  
Stephen Kwame Amoako ◽  
Solomon Boachie ◽  
Christian Kwarteng
Keyword(s):  
High School ◽  
Action Research ◽  
Teaching And Learning ◽  
Study Data ◽  
Senior High School ◽  
Constructivist Approach ◽  
Post Intervention ◽  
Purposive Sampling ◽  
Second Year ◽  
Learning Chemistry

The aim of the research was to use constructivist approach to enhance performance of second year elective science students of Adobewura in mole concept. In order to achieve this, the researcher employed the following research questions; What methods do teachers use to teach mole concept and to what extent can constructivist approach be used to help students understand mole concept. Action research was used since action research is a way of assessing result while operating. Purposive sampling was used to select 30 students for the study. Data were collected through tests (pre-intervention and post-intervention tests). The scores of the pre and post intervention tests were compared and result analyzed. The analyzed results indicated that students’ performance had improved remarkably after the implementation of all the intervention. For instance, when the researcher implemented the demonstration techniques, 23 students scored marks within 41-90 representing 76.67% while 23.33% scored between 41-30. No student scored marks less than 30 marks.  Based on the findings of the study, it can be concluded that there are a lot of performance enhancements in using constructivist approach in teaching and learning mole concept at Adobewura SHS since it improves conceptual understanding and also there is a positive effect on students’ attitudes of mole concept. The researcher recommends that the use of constructivist approach in teaching and learning chemistry at the Senior High School should be encouraged by Curriculum developers and education implementers for students should have a hands-on experience with mole concept in learning chemistry.   Keywords: Constructivist, Mole Concept, Demonstration, Purposive sampling, Intervention

scholarly journals Physical education undergraduate students’ perceptions of their learning using the jigsaw learning method

2018 ◽  
Vol 25 (3) ◽  
pp. 713-730
Author(s):  
Nick O’Leary ◽  
Alison Barber ◽  
Helen Keane
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Cognitive Learning ◽  
Study Data ◽  
Learning Method ◽  
Psychomotor Learning ◽  
Group Interviews ◽  
The Impact

Recognising the limited research around the use of cooperative learning in higher education, this case study sought to explore physical education students’ perceptions of learning using the jigsaw learning method. It examined the impact of two different aesthetic activities and two different groupings on students’ perceptions of their learning. A purposive sample of 36 third-year undergraduates was selected for the study. Data were collected using focus group interviews and reflective journals. Inductive analysis illustrated students’ perceptions of their own and others’ abilities, students’ empathy towards their peers, and how their perceptions of gymnastics and dance impacted on their perceptions of learning. Students felt that heterogeneous and friendship groupings have the potential to encourage high-order social and cognitive learning. However, those students with limited psychomotor abilities appear to be better served in friendship groupings to facilitate such learning. Students also favoured the ‘structured’ nature of gymnastics in comparison to dance for their own teaching and learning purposes. Irrespective of aesthetic activity or grouping utilised, students felt their psychomotor learning was limited. It is recommended that university staff consider using a mixture of groupings with a single cohort dependent on the practical ability of students and the use of more ‘structured’ activities. In doing so, students’ perceptions of their social, cognitive and psychomotor learning may improve and thereby encourage greater and more effective use of this innovative method in schools.

Classroom Teachers’ Reflections on Teaching Physical Education

2005 ◽  
Vol 24 (1) ◽  
pp. 24-50 ◽  
Author(s):  
Niki Tsangaridou
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Social Issues ◽  
Classroom Teacher ◽  
Study Data ◽  
Classroom Teachers ◽  
Pedagogical Content ◽  
Teaching And Learning Environment ◽  
Reflection In Action ◽  
Reflection On Action

The aim of this study was to explore preservice classroom teacher reflection in a physical education teaching and learning environment and to describe how the teachers’ reflections related to their practices. Two preservice classroom teachers voluntarily participated in the study. Data were collected using observations, journals, documents, and interviews and were analyzed inductively (Patton, 1990). Four major themes emerged from the data: (a) the role of reflection, (b) reflection in action and reflection on action, (c) agency for changes in teaching, and (d) nature and focus of reflection. Findings suggested that the two participants considered reflection a necessity in teaching. Student progress and learning was the most powerful agency for changes to the participants’ practices. Results also indicated that the participants’ reflections related to pedagogical, content, and social issues of teaching, as well as pedagogical content knowledge, and that the nature of their reflection was mostly positive across the lessons.

scholarly journals Simulation in Medical Education: Perceptions of Medical Students’ Learning Experience in a History-Taking Module

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Angelina A. Ulzen ◽  
Adegoke O. Adefolalu ◽  
Susan Van Schalkwyk
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Core Competency ◽  
Target Population ◽  
Study Data ◽  
History Taking ◽  
Simulation Techniques

Effective communication skills are a core competency required of all doctors;  an important tool that facilitates proper history-taking during the doctor-patient interaction. The teaching of this skill is now an integral part of undergraduate medical education and is largely taught using simulation techniques. The current study aimed to explore  medical students’ perceptions of their learning experience in a history-taking module which was done via simulated learning. Qualitative descriptive methodology was used in this study.   Data was collected through focus group discussions from a total of 17 participants. These were purposefully sampled from the target population of second-year medical students who had recently completed the history-taking module. during the 2017 academic year. All data was analyzed thematically, using an inductive approach to identify the emerging themes. Three major themes emerged from the thematic analysis of the qualitative data with sub-themes under each of them. The three major themes were: the ‘portals of learning’, challenges to learning and reflections on learning. The research shown that the simulated approach is particularly useful in the teaching and learning of communication skills in history-taking. The findings suggested three main areas the students’ perceptions focused on which shed light on possible reasons for not achieving proficiency in history-taking. These relate to the ways in which learning opportunities were offered, the challenges encountered in the learning process and reflections on the learning experience.

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