Benefits Of Ict In Physical Education Education Essay

Benefits Of Ict In Physical preparation Education EssayABSTRACT1.0 INTRODUCTIONThis decade is characterised by rapid proficient advances. organism in the digital era, technology has accounted for many changes in the educational sector. These changes range from the method instruction is delivered, to the attitudes on how study occurs to the amount of collaboration and knowledge overlap between not only students, precisely alike between teachers, managers and administrators. ICT represents one of the most exercisingful tools to put forward curriculum if used correctly. According to Waxman H.Lin Mitchko (2003), teaching and eruditeness with technology has had a signifi shadowt jolt on students forbiddencomes when compared to traditional instruction.In the future, P.E will need to undergo radical changes. If technology had an impact in reading in command education, could it too enhance teaching and learning in P.E? New developments in the field of technology will positively demand the P.E curriculum. For example, the use of technological advances will prepare physical educators for the future demands and expectations of the society. Further more than, the Ministry of Education is laying much emphasis on integrating ICT in the teaching and learning spurt in secondary conditions. As students perform exercises and skills in their PE classes, PE teachers can use technological tools and systems to quantify processes and results to help them learn more ab turn up themselves (Kirkwood, Manon, 2002).However, before utilise ICT in our schools as a teaching tool, these important call into questions must be addressed. What technological options are avail commensu estimate for our PE educators? Do utilise technological tools in the PE classes trigger off the students? What is the role of technology as an judging tool and how it is linked to performance?According to Green (2002), with the rapid developments in technology, ICT has made a significant 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 other subjects. Many P.E departments in the U.K are currently using ICT for administration and management tasks. Computers allow us to continuously modify and update our schemes of work and lesson plans. The creation of a entropybase of all students in the schools en qualified school administrators to maintain detailed records of assessments, key stage grades, sports awards and extra-curricular achievements. familiar CONTRIBUTION/BENEFITS OF ICT IN PHYSICAL EDUCATIONThe use of ICT in PE makes the science of sport come to life by linking both physical and mental activity. It also helps to create full-fledged students who are able to concentrate better on both practical and theoretical work. Besides, it helps students to develop a better understanding of their profess body par ts and that of the human body in general. It also raises the profile of P.E within the establishment by making the subject not only interesting, but also attractive and effective. Furthermore, it brings enthusiasm and motivation for both PE teachers and students.ICT is also very important with regards to school administrative work. In fact, data can good be collected and shared for analytical purposes, e.g. electronic records of performance of athletes. ICT also promotes teaching and learning within the school organization by changing the nature of learning itself. Students are motivated and are able to grasp essential concepts that previously eluded them. By developink their abilities to think in distinct ways students can lead and apply skills, tactics and ideas, to evaluate and increase performance.Moreover, with the infusion of ICT in PE, life-long learning can be supported through the collection of re origins via the internet. According to Mike Rimmer, aim of Physical Soc ial development at the Buttershaw upper school in Bradford Its the excitement of learning in a dissimilar way.In addition, with ICT, pupils are able to get access, select and interpret a wide range of instruction more easily. They are also able to recognise patterns, relationships and behaviours using appropriate technological packet. Furthermore, models, predictions and even hypothesis can be made by students with the advent of ICT. Access to images of quality performances can be obtained through video filming. Hence, students are able to re catch up with their work and modify it to improve the quality. Through ICT tools reliability, evaluation and accuracy of actions can also be done. ICT further provides a very reliable source of communication among people within the organisation. The use of email, fax, facebook or even skype will enable quick and direct communication among P.E staffs and even students in other schools on fixtures, meetings and many other relevant matters. The refore, accuracy of information does not dep displace only on the busy school secretary.Throughout ICT tools, pupils can benefit from straightaway feedback to improve their observational and summary 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 melioration in the performance direct of the majority of the pupils work, as they struggle their way to look impressive especially if their performance will be break downd on digital video system.There are many good options procurable to physical educators in regards to technology. Many of these technologies are easily accessible and are easily unified into the curriculum.SOME TECHNOLOGICAL TOOLSPedometersTheses apparatus also called step counters are mechanical sensors used to count steps and can easily be incorporated in PE classes. They address motivation, assessment, and advocacy. Furthermore, they are portabl e and can be worn under the belt and be kept the whole day. Today, it can be express 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 level (Beighle, Pangrazi,Vincent, 2001). Using 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 progress towards set goal and consequently will be more motivated in the classes.Heart Rate MonitorsBased alone on the student ability level and current level of fitness, the heart rate monitor makes learning more student centered. It also provides immediate feedback that can make 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 Hea rt rate monitor will also provide real term 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 maximum heart rate can be made for each student and track increase or decrease in their heart rate.Digital Video tv camera and ocular psychoanalysis softwareThe use of the motion analysis system will surely enhance many areas of the physical education curriculum both in investigate and teaching. Using digital video camera has indeed simplified the collection of data. These results can then be imported to carry out interactional multimedia presentation to provide students with a better understanding of the brilliance of breaking skills into components and the consequences of subtle variation in techniques ( Ladda, Keating, Adam, Toscana, 2004). The visual analysis software allows students to hitch c aptured huntment and to analyse them. This particular technology can help teachers to control students progress towards motor skills goals provide feedback opportunities and assessing students learning (Fiorentino and Castelli, 2005).Using digital video 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 motion analysis software, pupils have 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 used to face a student. The P.E teacher can then use the Digital video camera to analyse the actions more closely. This is done with a view to improve the teaching and learning of table tennis. Digital video clips were used weekly to stress on kosher and improper techniques and then the pupils were given the opportunity to evaluate their own techniques and th e technique of others via the dj vu resource. In the Mauritian context, around verbalise colleges which are genuinely working on a buffer storage enter 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 viewive harbour. 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 Fit provide opportunities for students to be physically active and simultaneously enjoying themselves .These games can also be have to other technologies to enhance the experience (Di Giorgio, 2004). Concerning the Nintendo Wii Fit, work outs are don e on a small balanced board that gamers stand on. The players receive instructions from screen and mimic the stretching and muscle building exercises. The Wii Fit tracking feature shows progress using the system. Therefore, it can be a valuable PE tool. However, teachers should not matter gaming system equivalent to traditional exercises. It should be considered as a supplement and a not a replacement of traditional exercises.3.0 METHODOLOGYmethodological analysis refers to a systematic investigation of an issue to collect important data. When analyzing data, valuable evidence may be obtained by using several indicators. A cartoon method seemed to be most appropriate rather than an Action research to us due to promoters like time constraints, cost of implementation, high rate of absenteeism during third term and unrealistic expectations.3.1 SAMPLINGThe quality of an efficient study is not only establish on appropriate instrumentation but also on a suitable sampling strategy that has been selected. The selection of sampling strategy was governed by the criterion of suitability. The choice for this strategy adopted were related to the goals of the survey- the time constraints, the data collection methods, and the methodology. All these factors have been considered to ensure hardihood. The non-probability sample of 378 students of stage 4 was chosen for our survey which satisfied the minimum sample of Form 4 students. The estimated centre population 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 absence 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 accordin g to the given software for sampling calculation. P.E. teachers who were selected to fill questionnaires were from respective schools where members of our base 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 COLLECTIONThe survey has been based on quantitative observations. The methods and tools for data collection wereSurvey questionnairesDocumentation3.21SURVEY QUESTIONNAIRESTwo distinct survey questionnaires were designed 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 is integrated in P.E. A structured questionnaire was designed 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 pop ulation 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 six institutions where six members of our group work. Respected teachers in our group briefed respondents 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 SCHOOL 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 occult fuse college situated in an urban area. 3. Two MITD mixed Schools 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 r oom, Lecture theatre (PowerPoint presentation and theory classes), Laptop, playground, Internet facilities in the computer lab.Pupils from different geek 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 include three variances-section1 Knowledge in ICT, section2 Physical education and section 3 included questions relating P.E. to Technology.Age-appropriate type of questions was included for mixed ability students like multiple choice questions. Different sections were designed to measure knowledge, at titude 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 piloting the questionnaire. We took feedback from students after completion of questionnaire in order to reframe ambiguous questions.3.43 QUESTIONNAIRES ADMINISTRATIONPermission was sought from Rectors of respective schools. Students confidentiality has been assured. The questionnaires were delivered during 2 consecutive 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 validit y and all questionnaires were directly collected by Teachers concerned from our group thus ensuring greater validity and reliability.3.6 DATA ANALYSIS AND INTERPRETATIONInformation 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. Analysis comprised of categorical tables, spider graph, agglomerate pyramid, count of responses and hybridizing tabulations. Comparative analysis was also made in respect to correlated variables and basic classification criteria. An EFA was also carried out to have a reliable comparison 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 Phy sical 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, private and vocational institutions were targeted. As it can be seen through the following respondents profile ( tabulate 4.0.1)Table 4.0.1 Students Respondent ProfileGenderFrequency share legitimate percentageCumulative per centumValidMale23161.161.161.1Female14738.938.9100.0Total378100.0100.0School typeFrequencyPercentValid PercentCumulative PercentValidState19451.351.351.3Private6116.116.167.5Vocational12332.532.5100.0Total378100.0100.0AreaFrequencyPercentValid PercentCumulative PercentValidRural19351.151.151.1Urban18548.948.9100.0Total378100.0100.0LevelFrequencyPercentValid PercentCumulative PercentValidPoor349.09.09.0Average14037.037.046.0Good13335.235.281.2Excellent7118.818.8100.0Total378100.0100.0Teachers Respondent P rofileSchool 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 mainstream students4.1 Perceptions of different school types in relation to motivation through video enterWith 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. Digi tal 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 provide 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 t o video filming 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 figure 4.1.2 Spider Graph representing perceptions of different school types in relation to motivation through video FilmingSeries1 All School Type (State, Private, Vocational)Through the graphical 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 agreed 35.9%) are favorable when it comes to video filming as a motivating factor for students. However, we want to investigate what are those specific school types who either disagreed or potently 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 potently 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 association between perceptions of different school types and motivation through video filmingH1 link 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 always suit certain school environment and types of students. For example, concerning the vocational institution, thither is generally 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 PERFORMANCEOur second major research question addresses whether ICT tools are likely to increase students performance. In developing an ICT enculturation in P.E, students and primarily teachers need to keep up with understanding what learning means and what approaches are conducive to effective learning in P.E (Elbourn Cale, 2001). Literature has also shown ho w 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 point 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 of speech 4.2.1 and Figure 4.2.2 respectively).Figure 4.2.1 Figure4.2.2The results positively 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 comparati ve 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 resembling for both students and teachers in the different school types. It is also worth noting that from the 176 teachers perspectives, none gave a negative view on the topic for 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 to ols -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 empower themselves and also in providing reliable, accurate and tracked performance of students.4.3 EXPLANATORY FACTOR 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 quarter of the table. From the findings of the project the respective determinant is 0.149 (i.e. greater 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 examineThe KMO value (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 s ample size of it 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 SPHERICITYThis 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 TestKaiser-Meyer-Olkin Measure of Sampling Adequacy. (KMO).710Bartletts Test of SphericityApprox. Chi-Square622.440df153Sig..000Rotated Component MatrixComponent1234567Agree to use technical tools to do assessment and evaluation.706Agree if teachers use Technological tools to do P.E.658ICT tools will increase performance.583 desegregation of ICT in P.E-.536Using ICT to raise standard of P.EPresence of Technology.769Changes brought in Education.658Role of Technology in SocietyImportance of using current Technology in P.E-.7 60Use 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 versed 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 possibleCOMPONENT 1THE POSITIVE INFLUENCE OF ICT ON PE TEACHING STRATEGYStudents accept that technological tools will be a valuable asset that PE teachers can use to enhance their interest in classes. These students also believe that during their assessment technological tools will be advantageous to them.COMPONENT 2POSITIVE IMPACT OF ICT IN totally 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