基于游戏方法的数字技术:体育比赛中的足球视频标签

IF 2.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Henrike Diekhoff, Steffen Greve
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引用次数: 0

摘要

背景:数字技术在体育教学中的应用存在广泛争议。体育受到儿童日常生活和社会变化的影响,包括数字技术的强大存在。然而,在入侵游戏的背景下,数字技术在小学体育教学中的应用研究却很少。结合视频标签和教学方法的体育分期的可能性,以涵盖足球的内容进行了研究。目的:本研究旨在(1)调查学生对“相机孩子”(视频标签)新角色的看法,以及(2)评估学生如何与小学体育中基于游戏的足球方法制作的视频产品互动。重点是学生之间的沟通和互动过程。运动教育、通识教育和媒介教育的过程都是令人感兴趣的。方法:在德国的6个四年级班级中,采用教学游戏促进理解的方法,对足球单元进行了三节90分钟的教学,之前是一节90分钟的关于各种媒体教学主题的媒体教育课。在课堂上,学生们被分成四人一组,在三对三的比赛中进行足球比赛。每个团队的第四个孩子扮演了“拍照孩子”的角色,并在平板电脑上使用应用程序标记重要的游戏场景。然后根据关注学生观点的研究方法对课程进行评估。为此目的,对104名学生进行了指导性访谈,并使用扎根理论进行了分析。研究发现:基于访谈分析,学生在使用平板电脑时所经历的现象可分为:(1)“镜头孩子”的矛盾定位(“镜头孩子”对游戏的影响有限,对“镜头孩子”角色的限制和促进现象)和(2)保守和存储动作(“媒体支持的冲突管理”和“慢动作扭曲现实”的子类别)。结果显示,体育活动对学生来说比使用平板电脑更重要。结论:数字媒体的使用提供了更多样化的方法,让孩子们能够接触到新的、更广泛的入侵游戏,比如足球。在此过程中,(体育)教学和教学目标也发生了变化,并扩展到包括媒体教学目标。在这种情况下,社会学习也很重要。在编排数字增强的教学中,在学习和体验运动以及学习媒体和媒体产品方面开辟了新的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Digital technology in game-based approaches: video tagging in football in PE
Background: The use of digital technology in physical education (PE) is widely debated. PE is influenced by children’s everyday lives and by changes in society, including the powerful presence of digital technology. However, there is little research on using digital technology in the context of invasion games in primary school PE. The possibility of combining video tagging and the didactic-methodical staging of PE to cover the content of football is investigated in the present study.Purpose: The study aims to (1) investigate student’s perspectives of the emerging role of a camera child (video tagger), and (2) assess how students interact with video products created in a game-based football approach in primary school PE. The focus is on the communication and interaction processes among students. Processes of movement education, general education and media education are all of interest.Method: In six Grade 4 classes in Germany, a football unit was taught over three lessons of 90 min each using the Teaching Games for Understanding method, preceded by one 90-minute media education lesson on various media pedagogical topics. In the lessons, the students were divided into teams of four and presented with football in the context of three-versus-three games. The fourth child on each team took on the camera-child role and tagged important game situations with an app on a tablet. The lessons were then evaluated based on the research approach of focusing on the students’ perspectives. For this purpose, 104 guided interviews with students were conducted and analysed using grounded theory.Findings: Based on the interview analysis, the phenomena that students experienced when using tablets were classified as: (1) ambivalent position of the camera child (with the subcategories of the camera child’s limited influence on the game and limiting and facilitating phenomena for the camera-child role), and (2) conserved and stored movements (with the subcategories of media-supported conflict management and slow-motion distorting reality). The results showed that physical activity was more important to students than using tablets.Conclusion: The use of digital media offers a greater variety of methods and allows children new and expanded access to invasion games like football. In the process, (sports) pedagogical and didactic goals also change and are expanded to include media pedagogical aims. Social learning is also important in this context. In orchestrating digitally enhanced instruction, new opportunities open up in terms of learning and experiencing movement and learning about media and the media products created.
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来源期刊
Physical Education and Sport Pedagogy
Physical Education and Sport Pedagogy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.30
自引率
11.10%
发文量
40
期刊介绍: Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (AfPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts including, but not limited to, school physical education, club sport, and active leisure programs. The journal considers papers that discuss a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/coaching and teacher/coach education. The journal particularly welcomes papers that consider the interactions of each of these components and their practice in specific contexts.
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