ABSTRACT

Background: There is a controversial debate about the use of digital media in physical education. There are various research results, which mostly do not relate to primary school, however. There are no known studies showing how media educational goals can be integrated into physical education. Our contribution takes this desideratum as its starting point. Taking both current discussion lines in sports pedagogy about physical education in elementary school and the basic assumptions of media education into account, we designed, implemented and evaluated teaching units for the use of digital media in physical education.

Purpose: This occurred with regard to the research question of how students in elementary school interpret and experience the use of digital media in physical education when media educational goals and objectives of physical education are addressed equally. This raises the question which opportunities and limitations for educational processes (with regard to movement education, general education and also media education) can be reconstructed.

Method: To address the question of students’ perspectives and interpretations on the usage of digital media in physical education, tablets were used in the PE classroom of four primary school classes over the period of one school year. Lessons were developed and carried out in which students were tasked with creating media products using the tablets and the iMovie app. The teaching units were evaluated afterwards based on the research approach of focusing on the perspectives of the students involved. For this purpose, we conducted and analyzed 39 guided interviews with the students after each lesson. The data was analyzed using the grounded theory methodology.

Findings: From the analysis of the interviews we developed a category system that describes phenomena of an extended range of access to the experience of physical activity in PE. These are captioned using the categories ‘New creative roles and tasks’ (which is divided in the two subcategories ‘The empowered camera child’ and ‘The cool actor’) and ‘Focused products’ (which is divided in the three subcategories ‘Re-recording of a product’, ‘Improving and developing the product’, and ‘Appreciation and recognition of the product’). The results show that the children's main focus is on their experience of movement.

Conclusion: The use of digital media opens up new possibilities in the context of learning and experiencing movement. Besides the function of learning with media, the use of digital media in physical education also means that students learn something about media, for example when the use of media generates personal data that the students and teachers work with. Whether the use of digital media can be beneficial for physical education classes thus depends on the design of the lesson itself.

摘要

背景：关于在体育教育中使用数字媒体存在争议。有各种研究成果，但大多与小学无关。没有已知的研究表明如何将媒体教育目标整合到体育教育中。我们的贡献以此为出发点。考虑到当前小学体育教学中体育教学的讨论路线和媒体教育的基本假设，我们设计、实施和评估了在体育教学中使用数字媒体的教学单元。

目的：这是关于当媒体教育目标和体育教育目标同等处理时，小学学生如何理解和体验数字媒体在体育教育中的使用的研究问题。这就提出了一个问题，教育过程（关于运动教育、通识教育和媒体教育）的机会和限制可以重建。

方法：为了解决学生对数字媒体在体育教学中的使用的看法和解释的问题，在一学年期间，在四个小学班级的体育课堂中使用平板电脑。课程开发和实施，学生的任务是使用平板电脑和 iMovie 应用程序创建媒体产品。教学单元随后根据关注学生视角的研究方法进行评估。为此，我们在每节课后对学生进行了 39 次引导式访谈并进行了分析。使用扎根理论方法分析数据。

调查结果：根据对访谈的分析，我们开发了一个分类系统，该系统描述了体育运动体验范围扩大的现象。这些使用类别“新的创意角色和任务”（分为“有能力的相机孩子”和“酷演员”两个子类别）和“重点产品”（分为三个子类别“重新-产品的记录”、“产品的改进和开发”以及“产品的欣赏和认可”）。结果表明，孩子们的主要关注点是他们的运动体验。

结论：数字媒体的使用在学习和体验运动的背景下开辟了新的可能性。除了利用媒体学习的功能外，在体育教育中使用数字媒体还意味着学生可以学习一些关于媒体的知识，例如当媒体的使用产生学生和教师使用的个人数据时。因此，使用数字媒体是否有益于体育课取决于课程本身的设计。