18 SES 06, Parallel Paper Session & Network Meeting
Parallel Paper Session and Network Session
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.
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:
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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