interventions. Barriers that limit PA among older adults include caregiving duties, health problems, and environmental factors, such as neighborhood conditions ( King et al., 2000 ; Miller & Brown, 2017 ). Technologies that allow users to measure and monitor PA are becoming increasingly popular. Physical
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Susan G. Zieff and Claudia M. Guedes
Brad Thatcher, Georgi Ivanov, Mihaly Szerovay, and Graham Mills
Virtual reality (VR) is an emerging learning technology and the heir to more conventional video learning methods used in contemporary society ( Akbaş et al., 2019 ; Vignais, Kulpa, Brault, Presse, & Bideau, 2015 ). VR creates an artificial, immersive, and responsive environment, providing a user
James D. Wyant, Emily M. Jones, and Sean M. Bulger
In recent years increased attention has been placed on physical education teachers’ use of technology. To date little research has been disseminated regarding the strategies physical education teacher education (PETE) programs are employing to prepare preservice teacher’s to use technology. The purpose of this study was to examine the influence a technology course had on advancing change in preservice teachers. A mixed methods process involving qualitative and quantitative data collection was employed. Participants included 12 preservice teachers enrolled at a mid-Atlantic university. Data analysis revealed four dominant themes emerged from participant data: (1) Increased Technological and Technological Pedagogical Knowledge; (2) Persistent First- and Second-Order Barriers to Technology Use; (3) Necessity of Experiential and Hands-on Learning; and (4) Variation in Warrant for Technology Use. Findings illustrate strengths and limitations of a technology course in a preservice PETE program as well as its potential benefits and impediments to manifesting teacher change.
Sarah Taylor, Ian Renshaw, Ross Pinder, Remco Polman, and Scott Russell
have searched for innovative ways to connect coaches, athletes, and practitioners on a more consistent and regular basis. One strategy that has received active attention since 2015 has been the use of video conference technologies to provide opportunities to bridge the gap between coaches and athletes
Michael L. Naraine
the underlying technology. Specifically, conceptualizing blockchain technology and understanding its impact on the sport industry has not yet occurred. This omission can also be explained on two fronts. First, sport organizations tend to maintain an inert state and often resist technological changes
Joseph Hamill, Kathleen M. Knutzen, and Timothy R. Derrick
opportunities. The greatest change in biomechanics in the last few decades has been the development of new technologies that are now used in research. Quantification of various aspects of a biological system is a primary goal of biomechanics, and advancing technology has provided the impetus to biomechanics as
Austin W. Luguterah, Usman Abonyi, Rita Yeboah, and Alliance Kubayi
What were the experiences of coaches and athletes during the interactions? In recent times, Cushion and Townsend ( 2019 ) characterized the relationship between digital technology and sport coaching education. Nelson et al. ( 2014 ) and Nelson and Groom ( 2012 ) also indicated that the use of video
Ciarán P. Friel and Carol Ewing Garber
the relationship between motivational profiles and PA, none have looked at PAM users, a highly relevant population based on the broad adoption of this technology and the questions over its potential influence on users’ behaviors. Using prior SDT research as a guide, the ideal effect of PAM use would
Risto Marttinen, Dillon Landi, Ray N. Fredrick III, and Stephen Silverman
One would have to have been living under a rock, or perhaps on a remote island, to not see the accelerated deployment of digital technologies in our everyday lives. Given this, it is hardly shocking that digital technologies have come to influence the institutionalized structures in our society
Nate McCaughtry, Kimberly L. Oliver, Suzanna Rocco Dillon, and Jeffrey J. Martin
We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.
