Student perceptions of integrating technology and homework into physical education

Introduction: The introduction of technology into the physical education (PE) setting has been welcomed in some contexts yet implementation challenges are abundant. Minimal research has been conducted on student perceptions of... [ view full abstract ]

Introduction: The introduction of technology into the physical education (PE) setting has been welcomed in some contexts yet implementation challenges are abundant. Minimal research has been conducted on student perceptions of technology integrated into PE.

Purpose: Through the implementation of a 12-lesson Fitness Integrated with Technology (F.I.T.) unit in a middle-school setting, we sought to explore students’ experiences of the unit, and of their perceptions of using technology in physical education.

Method: This manuscript is part of a larger mixed-methods study that measured student attitude and physical activity (PA) levels of 221 students in 6th, 7th and 8th grades. Selected students (N=13; 7 girls) were interviewed at the conclusion of the F.I.T. unit through semi-structured interviews. Students were selected based on their PA levels (high and low) and their attitude scores from a baseline measurement (high and low). The F.I.T. unit was designed to deliver fitness-based knowledge and used accelerometers as a tool to measure and teach students about PA.

Results: Four themes emerged from the data analysis: (1) Technology and problems implementing it; (2) Students’ enjoyment of PE/PA; (3) Homework in PE and; (4) Potential motivational effects of technology. Discussion: The integration of technology was not seamless. The lack of access to computers at home, the accelerometers being cited as bulky and not able to be worn in all sporting events were perceived barriers. Additionally, the homework within the F.I.T unit was not well received by students as this was contrary to their perception of the culture of physical education which was viewed as a break from school and a place to move and not work on writing or math. The accelerometer seemed to have a motivational effect on increasing students PA levels but wore off throughout the unit.