Benefits Of Ict In Physical Education Education Essay

Benefits Of Ict In Physical preparation breeding EssayABSTRACT1.0 INTRODUCTIONThis decade is characterised by rapid expert advances. Being in the digital era, technology has accounted for many changes in the trainingal sector. These changes range from the rule instruction is delivered, to the attitudes on how tuition occurs to the amount of collaborationism and knowledge sharing between non l unitary(prenominal) savants, but as well between teachers, managers and administrators. ICT corresponds one of the well-nigh enjoymentful cats-paws to set up curriculum if apply correctly. According to Waxman H.Lin Mitchko (2003), teaching and learn with technology has had a signifi bumt wedge on check-age childs tabu accrues when comp ard to traditional instruction.In the future, P.E fork divulge need to undergo essential changes. If technology had an impact in learning in general education, could it similarly prove teaching and learning in P.E? New studys in the empyrean of technology result positively affect the P.E curriculum. For example, the use of proficient advances go out prep atomic number 18 somatogenetic educators for the future demands and expectations of the society. Further more(prenominal), the Ministry of education is laying a good deal wildness on integrating ICT in the teaching and learning process in secondary aims. As disciples per shit exercises and skills in their PE classes, PE teachers bay window use technical legal documents and systems to quantify processes and results to help them learn more slightly themselves (Kirkwood, Manon, 2002).However, before victimization ICT in our grooms as a teaching tool, these distinguished questions must be addressed. What technological options argon avail equal to(p) for our PE educators? Do development technological tools in the PE classes motivate the bookmans? What is the role of technology as an assessment tool and how it is coupled to murder?According to Green (2002), with the rapid developments in technology, ICT has made a signifi bay windowt impact on a number of P.E departments, and has the potential to enhance teaching and learning in P.E. Cummings (2002) further suggests that the pervasion of ICT in education is now impacting on P.E as much as on any former(a) subjects. Many P.E departments in the U.K are currently exploitation ICT for administration and management tasks. Computers tout ensembleow us to continuously modify and modify our schemes of employment and slighton plans. The creation of a selective infobase of all students in the schools enable school administrators to maintain detailed interprets of assessments, key stage grades, sports awards and extra-curricular achievements.GENERAL teachTRIBUTION/BENEFITS OF ICT IN PHYSICAL EDUCATIONThe use of ICT in PE grooms the science of sport come to life by linking twain sensual and mental activity. It in addition helps to gain full-fledged students who are able to con centrate better on twain practical and theoretical work. Besides, it helps students to develop a better under infrastructureing of their confess body parts and that of the human body in general. It alike raises the visibility of P.E within the establishment by making the subject non only provoke, but in like manner attractive and effective. Furthermore, it brings enthusiasm and motivation for both PE teachers and students.ICT is in any case really important with regards to school administrative work. In fact, data potful well be catched and shared for analytical resolves, e.g. electronic records of performance of athletes. ICT also promotes teaching and learning within the school organization by changing the nature of learning it ego. Students are cause and are able to grasp essential concepts that previously eluded them. By developing their abilities to think in assorted ways students can select and apply skills, tactics and ideas, to label and increase performance. Moreover, with the infusion of ICT in PE, life-long learning can be support with the collection of resources via the internet. According to Mike Rimmer, Head of Physical social development at the Buttershaw upper school in Bradford Its the excitement of learning in a different way.In addition, with ICT, pupils are able to bulge regain, select and interpret a wide range of information more easily. They are also able to recognise patterns, relationships and behaviours using appropriate technological software. Furthermore, models, predictions and until now hypothesis can be made by students with the orgasm of ICT. Access to images of quality performances can be obtained with impression put down. thus, students are able to re cypher their work and modify it to improve the quality. Through ICT tools reliability, military rank and trueness of actions can also be make. ICT further submits a very reliable source of communication among people within the organisation. The use of email, fax, facebook or even skype lead enable quick and direct communication among P.E staffs and even students in new(prenominal) schools on fixtures, hitings and many other relevant matters. Therefore, accuracy of information does non dep curiosity only on the busy school secretary.Throughout ICT tools, pupils can benefit from ready feedback to improve their observational and epitome skills. As they familiarise with the software, they are able also to point out the relevant points for positive technique. The main advantage, however, remain the general improvement in the performance take aim of the majority of the pupils work, as they struggle their way to step impressive especially if their performance willing be analysed on digital scene system.There are many good options available to physical educators in regards to technology. Many of these technologies are easily accessible and are easily incorporated into the curriculum.SOME TECHNOLOGICAL TOOLSPedometersTheses ap paratus also called step counters are mechanical sensors apply to count steps and can easily be incorporated in PE classes. They address motivation, assessment, and advocacy. Furthermore, they are portable and can be worn under the belt and be kept the whole day. Today, it can be said that the pedometer has become a recognized acceptable tool for measuring physical activity. Students can wear a pedometer and receive immediate and continuous feedback regarding their activity take aim (Beighle, Pangrazi,Vincent, 2001). use pedometers at school can also demonstrate to parents that students are achieving a certain level of physical activity. By using the pedometers students will be able to see pass along towards set goal and consequently will be more motivated in the classes.Heart Rate MonitorsBased completely on the student ability level and current level of fitness, the heart rate oversee dumbfounds learning more student centered. It also provides immediate feedback that can mak e students work harder (Bian, Partridge, King, Andon, Boyer, 2007). As fitness level increases, student feel that their cardiovascular system is working and can set individualized goal to work more effectively. The Heart rate monitor will also provide real time data that will allow students to see how different exercises and activities affect the heart rate. Hence the heart rate monitor is a convenient apparatus that allows students to use up to date technology (Kirkwood, Manon 2002). Charts of supreme heart rate can be made for each student and track increase or decrease in their heart rate.digital Video photographic camera and optical psychodepth psychology softwareThe use of the bm analysis system will surely enhance many areas of the physical education curriculum both in investigate and teaching. Using digital telecasting camera has indeed simplified the collection of data. These results can whence be imported to carry out interactive multimedia entry to provide studen ts with a better understanding of the importance of breaking skills into components and the consequences of acute variation in techniques ( Ladda, Keating, Adam, Toscana, 2004). The visual analysis software allows students to view captured figurehead and to analyse them. This particular technology can help teachers to control students make headway towards motor skills goals provide feedback opportunities and assessing students learning (Fiorentino and Castelli, 2005).Using digital pic camera to record pupils performance in table tennis for example, can be a useful tool to help students improve their techniques. With the addition of doubt analysis software, pupils grow a professional supportive tool. For instance during a training session, a robot pong, which is a special technological tool that distribute ping pong balls at varying direction and speed, is use to face a student. The P.E teacher can then use the digital photograph camera to analyse the actions more closely. Th is is done with a view to improve the teaching and learning of table tennis. digital video clips were used weekly to stress on proper and improper techniques and then the pupils were disposed the opportunity to evaluate their own techniques and the technique of others via the dj vu resource. In the Mauritanian context, some state colleges which are actually working on a flee reckon set up by the ministry of education are presenting candidates for the Cambridge O level Examination. Teachers involved in this project will have to make use of video cameras during the practical examination to record students performance and then send them to Cambridge University. Each college involved in the pilot project have already received a laptop, an overhead projector and its respective(prenominal) screen. Digital video cameras and internet connection facilities will soon be available in these schools.Simulation and GamesGames such as Dance, Dance revolution, Fx cycles and Nintendo Wii harmoni se provide opportunities for students to be physically active and simultaneously enjoying themselves .These games can also be combined to other technologies to enhance the experience (Di Giorgio, 2004). Concerning the Nintendo Wii Fit, work outs are done on a small balanced board that gamers stand on. The players receive instructions from screen and mimic the stretching and muscle structure exercises. The Wii Fit tracking feature shows progress using the system. Therefore, it can be a semiprecious PE tool. However, teachers should not consider gaming system akin to traditional exercises. It should be considered as a supplement and a not a replacement of traditional exercises.3.0 METHODOLOGYMethodology refers to a domineering probe of an issue to collect important data. When analyzing data, valuable evidence may be obtained by using several indicators. A pursue method seemed to be most appropriate rather than an Action inquiry to us due to factor outs like time constraints, cost of implementation, high rate of absenteeism during third term and unrealistic expectations.3.1 SAMPLINGThe quality of an efficient survey is not only found on appropriate instrumentation but also on a suitable precedent strategy that has been selected. The selection of assay strategy was governed by the criterion of suitability. The choice for this strategy adopted were cogitate to the goals of the survey- the time constraints, the data collection methods, and the methodology. All these factors have been considered to ensure validity. The non-probability exemplification of 378 students of remains 4 was chosen for our survey which satisfied the minimum audition of Form 4 students. The estimated total macrocosm of Form 4 students was 19,179 which represent the number of students sitting for SC this year. We chose particularly Form 4 students because the survey had to be carried out during term 3 and during this period Form 5 and 6 students usually shine by their high a bsence rates. Hence, 66 students of Form 4 were randomly selected from 5 Form 4 classes in each school.PE teachers were also targeted for our survey to be meaningful. For a total population of 325 PE Teachers, we selected a minimum sample of 176 according to the affordn software for sampling calculation. P.E. teachers who were selected to fill questionnaires were from respective schools where members of our mathematical group work and PE educators who are following Diploma, B Ed, M Ed and PGCE courses at the MIE.3.2 METHODS AND TOOLS FOR DATA assemblyThe survey has been based on quantitative observations. The methods and tools for data collection wereSurvey questionnairesDocumentation3.21SURVEY QUESTIONNAIRES both distinct survey questionnaires were intentional one for the students and the other one for P.E teachers in respect to the objectives and opinions on using ICT to enhance P.E. The questionnaires include profile of the student/teacher, knowledge in ICT, opinions if ICT i s integrated in P.E. A structured questionnaire was intentional to reduce time for filling questionnaire and simplify data analysis.3.22 DOCUMENTATIONOur investigation to gain required information regarding number of P.E. teachers in Mauritius and approximate form 4 students population included consultation of various records and statistics.3.3 DATA COLLECTION STRATEGIESThe questionnaires were distributed in four secondary schools and two MITD schools that is in the half dozen institutions where six members of our group work. Respected teachers in our group briefed responsives before answering questionnaires about our objectives in the research. Record of number of questionnaires being circulated was kept. As for teachers, questionnaires were distributed to PE teachers around the island.3.4 SELECTED work PROFILE1. Three State colleges SSS, one from urban and two other from rural areas. One of them is a Girls college and two others are Boys College. 2. A esoteric mixed college s ituated in an urban area. 3. Two MITD mixed drills were chosen, one from rural and the other from urban area.PE and IT facilities available in almost all selected schools P.E. room/gymnasium, audio visual room(PowerPoint presentation and theory classes), Laptop, playground. audio visual room, Lecture theatre (PowerPoint presentation and theory classes), Laptop, playground, Internet facilities in the computing machine lab.Pupils from different type of schools were selected for the survey to check students attitude in P.E., to collect different perspectives of using IT in PE and to seek their views on ICT integration in P.E. from different types of schools and regions in order to meet our objectives.3.41QUESTIONNAIRE DESIGNThe purpose of the questionnaireTo make a survey on PE Teachers, and students questionnaire to seek their views on the possibility of enhancing P.E. classes with ICT.To meet our objectives and to be linked to the literature review.The students questionnaires inclu de three sections-section1 Knowledge in ICT, section2 Physical education and section 3 included questions relating P.E. to engineering science.Age-appropriate type of questions was included for mixed ability students like multiple choice questions. Different sections were designed to measure knowledge, attitude towards ICT integration in PE, interest in PE, level of importance now given to PE, level of IT literacy, willingness of students to adopt ICT in PE for self improvement and better learning, to seek pupils views in using ICT as a P.E. assessment tool.3.42 PILOTING THE QUESTIONNAIREA sample of 20 students was selected in Form 4 in two secondary schools in view of control the questionnaire. We took feedback from students after completion of questionnaire in order to reframe ambiguous questions.3.43 QUESTIONNAIRES ADMINISTRATION liberty was sought from Rectors of respective schools. Students confidentiality has been assured. The questionnaires were delivered during 2 consecuti ve PE periods and collected at the end of class.3.5 RELIABILITY AND VALIDITYTo ensure validity and reliability quantitative data has been used. Investigations were carried out from reliable sources to compile relevant data. The required minimum sample of students and PE teachers were selected for validity and all questionnaires were directly collected by Teachers concerned from our group thus ensuring greater validity and reliability.3.6 DATA ANALYSIS AND INTERPRETATION entropy obtained through questionnaire was captured digitally using an application developed in SPSS software. The data was verified, cleaned and validated before proceeding to analysis. Data obtained was analyzed using SPSS where necessary. abstract comprised of categorical tables, bird of passage graph, clustered pyramid, count of results and cross tabulations. Comparative analysis was also made in respect to correlated variables and basic assortment criteria. An EFA was also carried out to have a reliable comp arison of the variables in the students questionnaire. Estimates were made wherever, required, according to recommended statistical procedures. Results obtained were interpreted in relation to research findings in documentations.4.0 RESULTS AND DISCUSSIONThis particular research on ICT enhancing Physical Education has raised several pertinent questions. For our analysis we have focused on three key questions that seem to be relevant in our Mauritian context. To address the main research questions in our project, both students and teachers from the state, reclusive and vocational institutions were targeted. As it can be seen through the following respondents profile ( carry over 4.0.1) prorogue 4.0.1 Students Respondent visiblenessGenderFrequency percent legitimate per centum cumulative portion reasonedMale23161.161.161.1Female14738.938.9100.0 numerate378100.0100.0School typeFrequencyPercentValid Percentaccumulative PercentValidState19451.351.351.3Private6116.116.167.5vocational 12332.532.5100.0Total378100.0100.0 neighborhoodFrequencyPercentValid PercentCumulative PercentValidRural19351.151.151.1Urban18548.948.9100.0Total378100.0100.0LevelFrequencyPercentValid PercentCumulative PercentValidPoor349.09.09.0 intermediate14037.037.046.0Good13335.235.281.2Excellent7118.818.8100.0Total378100.0100.0Teachers Respondent ProfileSchool typeFrequencyPercentValid PercentCumulative PercentValidPrivate7542.642.642.6State9352.852.895.5Vocational84.54.5100.0Total176100.0100.0Types of StudentsFrequencyPercentValid PercentCumulative PercentValidMainstream10961.961.961.9Prevoc5531.331.393.2Vocational126.86.8100.0Total176100.0100.0From the student respondent profileMostly male students participatedMajority of students came from state collegesStudents were both from rural and urban areasThe responded level of literacy were average and goodFrom the teacher respondent profileMost teachers who participated came from state collegesThe majority of teachers who responded worked with m ainstream students4.1 Perceptions of different school types in relation to motivation through video FilmingWith the rapid development in technology, and especially its use in enhancing P.E, one of the main objectives that have been pointed out is to find out whether using technological tools in P.E is a motivating factor for students. Digital video can effectively enhance P.E activities and is ever more relevant today in terms of availability, affordability, access and relative simplicity(Tearle Katene, in press Stratton Finch, 2001). Using the video camera in P.E according to research can be a valuable tool to motivate students to improve their technique as it provide opportunities to give feedback, and create ideal situation for assessment of student learning (Fiorentino and Castelli, 2005). As advanced by Ladda, keating, Adams, Toscano (2004) students will be able to improve their abilities as the results obtained can then be imported to interactive multimedia presentations to p rovide students with a better understanding of the importance of breaking skills into components and the consequences of subtle variations in techniques. In relation to this, a Frequency Tabulation (Table 4.1.1) was carried out at a preliminary stage, to have an overview of the tendencies of students in Mauritius especially when it comes to video put down as a motivating factor. As a result of it, the information obtained is represented visually on a spider graph (Table 4.1.2)Table 4.1.1Perceptions of different school types in relation to motivation through video FilmingFrequencyPercentValid PercentCumulative PercentValidStrongly Disagree236.16.26.2Disagree266.97.013.1No Opinion4612.212.325.5Agree14438.138.664.1Strongly Agree13435.435.9100.0Total37398.7100.0MissingSystem51.3Total378100.0 bod 4.1.2 Spider represent representing perceptions of different school types in relation to motivation through video FilmingSeries1 All School Type (State, Private, Vocational)Through the graphic al representation, it can be seen that the overall results tend to move to the outer side of the spider hence showing that the results (Agreed 38.6% Strongly concord 35.9%) are favorable when it comes to video put down as a motivating factor for students. However, we want to investigate what are those specific school types who either disagreed or powerfully disagreed to this pertinent question. To further deepen our analysis, the different school types were then cross tabbed with video filming as a motivating factor to have a more explicit view of the tendencies towards this question.The Cross tabulation indicates that most of the students who strongly disagreed and disagreed came from the vocational students of the M.I.T.D with 21.4% against 9.4% and 8.3% from the state and private students respectively.Hypothesis testingH0 No connecter between perceptions of different school types and motivation through video filmingH1 Association between perceptions of different school types and motivation through video filmingFrom a chi square test carried out, it was found out that 2 = 28.397, df= 8 and p Therefore, it can be said that in our Mauritian educational set up, visualization software does not incessantly suit certain school environment and types of students. For example, concerning the vocational institution, there is principally a lack of resources and the literacy level of the students is quite low. This is why there response is much lower compared to state and private colleges. On the contrary, it is seen that the state and private colleges responded quite positively towards this issue as these students know that video filming will bear a lot of importance in P.E classes in the future. In addition to that, students are also aware that P.E subject will be examinable and that their practical performances will be recorded through the Digital Video and sent to Cambridge for moderation.4.2 STUDENTS AND TEACHERS PERCEPTIONS TOWARDS ICT TOOLS TO INCREASE PER FORMANCEOur second major research question addresses whether ICT tools are likely to increase students performance. In developing an ICT horticulture in P.E, students and primarily teachers need to keep up with understanding what learning delegacy and what approaches are conducive to effective learning in P.E (Elbourn Cale, 2001). literature has also shown how ICT tools can be used to enhance learning in P.E and especially in increasing performance of students. And the primary reason for using these kinds of ICT tools is to increase improvement in the performance level of student as they try to look impressive especially if their performances are recorded through the different technological tools. To depict the tendencies of this research question, a general analysis was done through frequency tabulation. The overall results were then demonstrated through a pie chart for both students and teachers (Figure 4.2.1 and Figure 4.2.2 respectively).Figure 4.2.1 Figure4.2.2The results p ositively illustrated that most of our targeted students and teachers are very much agreeable to the fact that ICT tools have a lot to do with performance of students with 38.1% who agreed and 29.9 % who strongly agreed (Figure 4.2.1 Students perceptions) and 63.6% who agreed and 27.8% who strongly agreed (Figure 4.2.2 Teachers perceptions).A comparative analysis was further done through cross tabulations and displayed through clustered Pyramids to compare the tendencies of the different school types towards the usage of ICT tools in increasing performance for both students and teacher. This is particularly important to get a better interpretation of the question for both parties.Figure 4.2.3 Figure 4.2.4From the results, it is interesting to note from (figure 4.2.3 and 4.2.4) that the trend is more or less the same for both students and teachers in the different school types. It is also charge noting that from the 176 teachers perspectives, none gave a negative view on the topic f or which it does not feature in figure 4.2.4. In fact, the results are very much favorable with a maximum of 61, 27 and 55 counts from the state, private and vocational students and 50, 57 and 5 counts from state, private and vocational teachers.Hence it can be said that the research question tallies with what it has been said earlier about ICT tools -as a support linked to immediate feedback and in improving students performance level. Teachers also are likely to welcome ICT tools as a way to put themselves and also in providing reliable, accurate and tracked performance of students.4.3 EXPLANATORY mover ANALYSIS ON SPSS FOR STUDENTS PERCEPTIONSQuestions that were supposed to measure the same underlying dimensions were selected for the factor analysis test. The first table is a correlation matrix that will check the relationship between the variables. The determinant is listed at the bottom of the table. From the findings of the project the respective determinant is 0.149 (i.e. g reater than 1 x 10 -5) Hence it is concluded that correlation exists between the variables and multicollinearity is not a problem for these data.KMO foot raceThe KMO esteem (Kaiser Meyer Olkin) is a measure of sampling adequacy. The KMO statistic varies between 0 and 1.The value should not be less than 0.5 otherwise this will imply that our sample size is not adequate. From our analysis the KMO value was found to be 0.710. This means that the pattern of correlation is quite compact and we expect at that level that the factor analysis will yield reliable results.BARTLETTS TEST OF rotundnessThis value should be less than 0.01 for the analysis to be meaningful and significant. For the purpose of our analysis the value was 0.00. Hence, there were relationships among the variables.KMO and Bartletts renderKaiser-Meyer-Olkin Measure of Sampling Adequacy. (KMO).710Bartletts Test of SphericityApprox. Chi-Square622.440df153Sig..000Rotated Component MatrixComponent1234567Agree to use pr oficient tools to do assessment and evaluation.706Agree if teachers use Technological tools to do P.E.658ICT tools will increase performance.583Integration of ICT in P.E-.536Using ICT to raise standard of P.EPresence of Technology.769Changes brought in Education.658 subprogram of Technology in SocietyImportance of using latest Technology in P.E-.760exercising of Technology to make class more interestingUsing ICT to develop cooperation and independence.811Impact of Technology in Education system.578Using ICT to boost up participationWell poetise in ICT-.764Use of ICT in some subjects.583Effective communication with P.E teachers and friends-.700Use of Technological tools in P.E.678More attention given to Technological Tools rather than skills and techniques.831After analysis of the above table the following construction was likelyCOMPONENT 1THE POSITIVE INFLUENCE OF ICT ON PE TEACHING outlineStudents accept that technological tools will be a valuable summation that PE teachers can use to enhance their interest in classes. These students also entrust that during their assessment technological tools will be advantageous to them.COMPONENT 2POSITIVE IMPACT OF ICT IN ALL MAURITIAN SECTORSStudents believe that ICT does not only influence the educational field but also other spheres of life.COMPONENT 4ENHANCING TEAMWORKThe perception of Student is that in school ICT will help them to develop their ability to work in team.Note No conclusions were provided for components 3, 5, 6, 7 because they were unable to be categorized and furthermore some coefficients were negative.5.0 CON