New Technology as Pedagogical Practise supporting Children’s Physical Activity in Formal and Informal Learning Environments

Author(s):

Henna Mikkola(presenting / submitting)

Conference:

ECER 2012

Network:

18. Research in Sports Pedagogy

Format:

Paper

Session Information

18 SES 06, Parallel Paper Session & Network Meeting

Parallel Paper Session and Network Session

Time:

2012-09-19

15:30-17:00

Room:

FFL - Salón de Grados

Chair:

Jonas Almqvist

Discussant:

Kathleen Armour

Contribution

Evidence supporting the importance of physical activity in the prevention and management of numerous chronic diseases is clear. Recent research on children’s and adolescents’ wellbeing and physical activity are conflicting: engaging in physical activity has not decreased in Finland according to the questionnaires, and belonging to sport clubs has become even more popular (Kansallinen liikuntatutkimus 2009-2010; Kouluterveyskysely 2009). In addition, the Finns are among the most physically active people in the European Union (Special Eurobarometer 2010). At the same time children’s physical fitness has decreased, obesity has got higher and health problems (e.g. musculoskeletal disorders) have increased (Fogelholm ym. 2007; Huotari 2004; Kouluterveyskysely 2009.) The phenomenon can be seen all over the world. One suggested reason for this contradictory situation is that the amount of health-enhancing physical activity (e.g. walking or cycling to schools) has decreased among children and they are spending more time with the sedentary behaviours. Along with homes, schools have an important role in promoting health-enhancing physical activity.

Children are motivated to use technology in their leisure; consistently, technology’s role in schools has become more important (Kotilainen 2011; Kankaanranta 2011). There is few research done on promoting children's physical activity with the help of technology. Previous research shows that technology can increase exercise motivation (Bravata et al. 2007; Kang & Brinthaupt 2009; Richardson et al. 2008). There is some evidence that if technological device is combined with social context it has more effect on the physical activity of the users than using technology alone (Chin A Paw ym. 2008). These results should be taken into account when applying physical education technology to school context. The device is not itself enough to motivate children to gain more physical activity and using technology cannot be the meaning itself. When applying physical education technology to school context it needs to be considered widely what the pedagogical and educational goals are.

The aim of the research

Based on the facts above it is evident that more information about the amount of physical activity of children in their leisure and during school day is needed. In addition, it is of interest how the new physical activity technology can enhance physical activity and motivation of children. The connection between the technology and the amount of physical activity will be investigated according to the achievement goal theory introduced by Nicholls (1984). This paper draws a picture of the learning environments from the perspective of children’s wellbeing by questioning: how do informal and formal learning environments support children’s natural need for active learning and moving, and what is the relationship between physical activity and the sedentary behaviour in formal and informal contexts?

This comparative research in educational settings is conducted in interdisciplinary manner aiming to improve pedagogical practices in school.To reach this goal the study is conducted in co-operation with the University of Oulu, City of Oulu (Department of Education), Department of Sports and Exercise Medicine, and Polar Electro Oy, a local company producing physical activity devices.

Method

In the present study both quantitative and qualitative research methods are used. The study is carried out in primary schools in Oulu. Selected groups of students use new physical activity technology for one month period. Children’s physical activity is measured by means of PolarActive activity monitor, a wearable device, and presented in a virtual environment, Activarium as the appearance of a virtual fish. When comparing to children’s reports, technological devices can measure the activity level more accurate than questionnaires, because children tend to evaluate their own physical activity often too positively or negatively. In addition, children’s physical activity habits are measured by means of pre- and post-measurements (questionnaires, interviews and physical activity diaries). The data are analyzed by means of statistical analysis and content analysis. The theoretical background arouses from Vygotsky’s (1978) sociocultural theory, from the recent research on the physical activity of children and the achievement goal theory by Nicholls (1984), which is the most common theory to explain motivation and behavior in exercise situations.

Expected Outcomes

Children are interested in technology and they use it every day. Technology can be used in teaching them to understand how physical exercise affects their health. This study is conducted to investigate children’s physical activity in formal and informal contexts. It is of interest how new physical activity technology can be best applied in school context and pedagogy, and how to promote children to learn to observe analytically their own physical activity and its development. This paper describes the preliminary findings of the study, which show that technology may offer a tool for reflection: Activarium and activity monitor enable children to explore their physical activity habits. In addition, the feedback of the monitors may motivate children to change their physical activity habits. It is obvious that technology offers a way not only for a pupil but also for a teacher to reflect their own action in the educational practice and continually strive them to make the necessary changes. This can be regarded as a key factor of the quality of education and developing pedagogical practice.

References

Bravata et al. 2007. Using Pedometers to Increase Physical Activity and Improve Health. A Systematic Review. Journal of the American Medical Association 298 (19), 2296–2304. Chin A Paw, M. et a. 2008. The motivation of children to play an active video game. Journal of Science and Medicine in Sport 11, 163–166. Fogelholm, M., Paronen, O. & Miettinen, M. 2007. Liikunta — hyvinvointipoliittinen mahdollisuus. Sosiaali- ja terveysministeriö. Opetusministeriö. UKK-Instituutti. Helsinki: Yliopistopaino. [online]. Reachable in Finnish in html: . Huotari, P. 2004. Kaikki kunnossa? Suomalaisten koululaisten fyysinen kunto vuosina 1976 ja 2001. Jyväskylän yliopisto. Liikuntatieteiden laitos. Lisensiaatintyö. Kankaanranta, M. 2011. Opetusteknologia koulun arjessa. Jyväskylän yliopisto. Koulutuksen tutkimuslaitos. [online]. Reachable in Finnish in html: . Kansallinen liikuntatutkimus 2009–2010. National physical exercise research. [online]. Reachable in Finnish in html: . Koshy, V. 2010. Action research for improving educational practice: a step-by-step guide. London: Thousand Oaks, Calif. SAGE. Kotilainen, S. 2011. Lasten mediaparometri 2010: 0–8-vuotiaiden lasten mediankäyttö Suomessa. Mediakasvatusseuran julkaisuja 1/2011. Kouluterveyskysely 2009. Finnish School Health Promotion Study. Terveyden ja hyvinvoinnin laitos. [online]. Reachable in Finnish in html: . Nicholls, J. G. 1984. Conceptions of ability and achievement motivation. In Ames, R. E., & Ames, C. (Ed.) Research on motivation in education. Volume 1. Student motivation. Orlando: Academic press, INC. 39–73. Richardson, C. R. et al. 2008. A meta-analysis of pedometer-based walking interventions, and weight loss. Annals of Family Medicine 6 (1), 69–77. Special Eurobarometer 334 / Wave 72.3 — TNS Opinion & Social. Sport and Physical Activity. 2010. Reachable in html: . Vygotsky, L. S. 1978. Mind in society: the development of higher psychological processes. Cambridge Mass: Harvard university press.

Author Information

Henna Mikkola (presenting / submitting)

University of Oulu

Faculty of Education

Oulu

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.