Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity
APA 6th edition
Yuksel, H.S. (2019). Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity. European Journal of Educational Research, 8(1), 199-211. doi:10.12973/eu-jer.8.1.199
Yuksel H.S. 2019 'Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity', European Journal of Educational Research , vol. 8, no. 1, pp. 199-211. Available from: https://dx.doi.org/10.12973/eu-jer.8.1.199
Chicago 16th edition
Yuksel, Hidayet Suha . "Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity". (2019)European Journal of Educational Research 8, no. 1(2019): 199-211. doi:10.12973/eu-jer.8.1.199
The present study aims to explore the experiences of prospective physical education teachers on active gaming. The study, which used qualitative case study design enrolled 2 prospective physical education teachers (1 male, 1 female) who were included in extracurricular activities and physical education classes in 2015-2016 academic year. For data collection, semi-structured interview forms, diaries and extended field notes were used. For data analysis, the content analysis method was used: following the transcription process, coding was performed in two categories and themes and sub-themes were created that reflect common codes. The findings have revealed that according to prospective teachers, active gaming ensures active participation of students and facilitates classroom management in physical education classes, which, in turn contributes to the learning environment where every student can participate. It also has been found that active gaming in the extracurricular activities contributes to the arousal of the initial participation desire in students, and establishment of an environment suitable for the improvement of physical competence. According to prospective teachers, active gaming should be used not in every part, but in certain parts of classes or of extracurricular activities.
Keywords: Active gaming, extracurricular activities, physical education, prospective physical education teacher, school-based physical activity
Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of school health, 76(8), 397-401. doi:10.1111/j.1746-1561.2006.00132.x
Berg, B. L., & Lune, H. (2014). Pearson New International Edition: Qualitative Research Methods for the Social Sciences. Pearson.
Cale, L., & Harris, J. (2006). School-based physical activity interventions: effectiveness, trends, issues, implications and recommendations for practice. Sport, Education and society, 11(4), 401-420. doi:10.1080/13573320600924890
Carroll, B., & Loumidis, J. (2001). Children’s perceived competence and enjoyment in physical education and physical activity outside school. European physical education review, 7(1), 24-43. doi: 10.1177/1356336X010071005
Castelli, D. M., Barcelona, J. M., & Bryant, L. (2015). Contextualizing physical literacy in the school environment: The challenges. Journal of Sport and Health Science, 4(2), 156-163. doi: 10.1016/j.jshs.2015.04.003
Cicović, B., Stojanović, J., Ruzic, S., & Tanasković, M. (2015). The impact of physical educational program content on elementary school students and their motor ability changes. Res. Kinesiol, 43(1), 81-84.
Creswell, J.W. (2012). educational research: Planning, conducting and evaluating quantitative and qualitative research (4th Ed). Boston, USA: Pearson education, Inc.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage Publications Ltd.
Dobbins, M., DeCorby, K., Robeson, P., Husson, H., & Tirilis, D. (2009). School‐based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6‐18. Cochrane database of systematic reviews, 1, 1-44. doi: 10.1002/14651858.CD007651
Dwyer, J. J., Allison, K. R., Goldenberg, E. R., Fein, A. J., Yoshida, K. K., & Boutilier, M. A. (2006). Adolescent girls' perceived barriers to participation in physical activity. Adolescence, 41(161), 75-90.
Epstein, L. H., Beecher, M. D., Graf, J. L., & Roemmich, J. N. (2007). Choice of interactive dance and bicycle games in overweight and nonoverweight youth. Annals of Behavioral Medicine, 33(2), 124-131. doi: 0.1007/BF02879893
Gao, Z., Chen, S., Huang, C. C., Stodden, D. F., & Xiang, P. (2017). Investigating elementary school children’s daily physical activity and sedentary behaviours during weekdays. Journal of sports sciences, 35(1), 99-104. doi: 10.1080/02640414.2016.1157261
Green, K. (2008). Understanding physical education. London: SAGE Publications Ltd.
Gorely, T., Nevill, M. E., Morris, J. G., Stensel, D. J., & Nevill, A. (2009). Effect of a school-based intervention to promote healthy lifestyles in 7–11 year old children. International Journal of Behavioral Nutrition and Physical Activity, 6(5), 1-12. doi: 10.1186/1479-5868-6-5
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). London: SAGE Publications Ltd.
Harris, K. C., Kuramoto, L. K., Schulzer, M., & Retallack, J. E. (2009). Effect of school-based physical activity interventions on body mass index in children: a meta-analysis. Canadian Medical Association Journal, 180(7), 719-726. doi: 10.1503/cmaj.080966
Huang, C., & Gao, Z. (2013). Associations between students’ situational interest, mastery experiences, and physical activity levels in an interactive dance game. Psychology, Health & Medicine, 18(2), 233-241. doi: 0.1080/13548506.2012.712703
Huang, H. C., Wong, M. K., Lu, J., Huang, W. F., & Teng, C. I. (2017). Can using exergames improve physical fitness? A 12-week randomized controlled trial. Computers in Human Behavior, 70, 310-316. doi: 10.1016/j.chb.2016.12.086
Jenny, S. E., Hushman, G. F., & Hushman, C. J. (2013). Pre-service Teachers' Perceptions of Motion-based Video Gaming in Physical Education. International Journal of Technology in Teaching & Learning, 9(1), 96-111.
Kingsley, L. & Romine, R. (2014). Measuring teaching best practice in the induction years: Development and validation of an item-level assessment. European Journal of Educational Research, 3(2), 87-109.
Kriemler, S., Zahner, L., Schindler, C., Meyer, U., Hartmann, T., Hebestreit, H., ... & Puder, J. J. (2010). Effect of school based physical activity programme (KISS) on fitness and adiposity in primary schoolchildren: cluster randomised controlled trial. Bmj, 340(785), 1-8. doi: 10.1136/bmj.c785
Langguth, N., Konen, T., Matulis, S., Steil, R., Gawrilow, C., & Stadler, G. (2015). Barriers to Physical Activity in Adolescents. Zeitschrift fur Gesundheitspsychologie, 23(2), 47-59. doi: 10.1026/0943-8149
Lindqvist, A. K., Castelli, D., Hallberg, J., & Rutberg, S. (2018). The Praise and Price of Pokémon GO: A Qualitative Study of Children's and Parents' Experiences. JMIR Serious Games, 6(1), 1-18. doi:10.2196/games.8979
Lyu, M., & Gill, D. L. (2011). Perceived physical competence, enjoyment and effort in same‐sex and coeducational physical education classes. Educational Psychology, 31(2), 247-260. doi: 10.1080/01443410.2010.545105
McManama, J. L., Hicks, L., & Urtel, M. G. (2014). Physical education activity handbook (13th ed.). Indianapolis: Pearson.
Milli Egitim Bakanligi [Ministry of National Education] [MoNE]. (2010). Ders disi egitim calismalarina dair esaslar [Principles relating to Extracurricular Education Studies]. Retrieved from http://www.egitimhane.com/ders-disi-egitim-calismalarina-dair-esaslar-konulu-genelge-d183143.html
Milli Egitim Bakanligi [Ministry of National Education] [MoNE]. (2010). (2017). Oyun ve fiziki etkinlikler dersi ogretim programi [Game and physical activities course curriculum]. Retrieved from http://mufredat.meb.gov.tr/Programlar.aspx
Milli Egitim Bakanligi [Ministry of National Education] [MoNE]. (2018). Ulusal Egitim Istatistikleri [National Education Statistics]. Retrieved from http://sgb.meb.gov.tr/meb_iys_dosyalar/2018_09/06123056_meb_istatistikleri_orgun_egitim_2017_2018.pdf
Nadler, D. (2008). Exergaming: Cardiovascular fitness in immersive virtual environments. Learning & Leading with Technology, 35(8), 28-29.
NASPE (2009). Appropriate use of instructional technology in physical education. Reston, VA: Author
Prichard, A.L. (2012). Motivational Climate in Physical Education and Youth Sport (Master’s thesis, North Dakota State University, Dakota). Retrieved from https://library.ndsu.edu/ir/bitstream/handle/10365/21595/AlisonPrichardMasters.pdf?sequence=1
Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Preventive medicine, 52(1), 10-20. doi: 10.1016/j.ypmed.2011.01.027
Savin-Baden, M., & Major, C. H. (Eds.). (2010). New approaches to qualitative research: Wisdom and uncertainty. London: Routledge.
Savin-Baden, M., & Major, C. H. (2013). Qualitative research: The essential guide to theory and practice. London: Routledge.
Schoenau-Fog, H. (2011). The Player Engagement Process-An Exploration of Continuation Desire in Digital Games. Proceedings of the 2011 DiGRA International Conference: Think Design Play, Hilversum, Netherlands: Utrecht School of the Arts. Retrieved from http://www.digra.org/wp-content/uploads/digital-library/11307.06025.pdf
Sheehan, D., & Katz, L. (2010). Using interactive fitness and exergames to develop physical literacy. Physical & Health Education Journal, 76(1), 12-19.
Sun, H. (2013). Impact of exergames on physical activity and motivation in elementary school students: A follow-up study. Journal of Sport and Health Science, 2(3), 138-145. doi: 10.1016/j.jshs.2013.02.003
Sun, H. (2015). Operationalizing physical literacy: the potential of active video games. Journal of Sport and Health Science, 4(2), 145-149. doi: 10.1016/j.jshs.2015.03.006
Sween, J., Wallington, S. F., Sheppard, V., Taylor, T., Llanos, A. A., & Adams-Campbell, L. L. (2014). The role of exergaming in improving physical activity: a review. Journal of Physical Activity and Health, 11(4), 864-870. doi: 10.1123/jpah.2011-0425
Tannehill, D., Van der Mars, H., & MacPhail, A. (2013). Building effective physical education programs. Burlington, MA: Jones & Bartlett Publishers.
Telama, R., Yang, X., Viikari, J., Välimäki, I., Wanne, O., & Raitakari, O. (2005). Physical activity from childhood to adulthood: a 21-year tracking study. American Journal of Preventive Medicine, 28(3), 267-273. doi: 10.1016/j.amepre.2004.12.003
Thin, A. G., Hansen, L., & McEachen, D. (2011). Flow experience and mood states while playing body movement-controlled video games. Games and Culture, 6(5), 414-428.
Unnithan, V. B., Houser, W., & Fernhall, B. (2006). Evaluation of the energy cost of playing a dance simulation video game in overweight and non-overweight children and adolescents. International Journal of Sports Medicine, 27(10), 804-809.
Vander Schee, C. J., & Boyles, D. (2010). ‘Exergaming,’corporate interests and the crisis discourse of childhood obesity. Sport, Education and Society, 15(2), 169-185. doi: 10.1080/13573321003683828
Vogt, W. P., Gardner, D. C., Haeffele, L. M., & Vogt, E. R. (2014). Selecting the right analyses for your data: Quantitative, qualitative, and mixed methods. New York, NY, US: Guilford Press
WHO (2010). Global recommendations on Physical Activity for health. Retrieved from the World Health Organization website: http://www.who.int/dietphysicalactivity/global-PA-recs-2010.pdf
WHO (2018). Physical activity. Retrieved September 18, 2018, from http://www.who.int/news-room/fact-sheets/detail/physical-activity
Witherspoon, L., & Manning, J. P. (2012). Active Gaming: The Future of Play?. American Journal of Play, 4(4), 464-487.