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Abstract
As a metasynthesis of developed technologies, such as computer technology, artificial intelligence, control technology, sensor technology, and simulation technology, the technology of virtual reality (VR, for short) has wide application. To address existing problems in physical education (PE) teaching, the paper discussed the necessity of introducing VR to PE teaching, analyzed characteristics of VR in terms of its application to PE teaching, and discussed methods and approaches of VR-based PE teaching. The promotion of teaching quality by the VR-based PE teaching mode was also analyzed in the paper. On this basis, performance analysis was conducted accordingly, where evaluation indices were determined, and an AHP-based performance analysis fuzzy evaluation model was established. Finally, by case study, the corresponding method and model were explained and analyzed.
... Por otro lado, hay que tener en cuenta que la inclusión de medios audiovisuales como por ejemplo la realidad virtual supone un beneficio incalculable para la EF al no tener restricciones temporales ni espaciales. La realidad virtual en el ámbito de la EF supone también contenidos de mayor calidad, métodos de enseñanza más avanzados, una mejora de la creatividad y de las capacidades cognitivas de los alumnos, un mayor compromiso de los profesores con la EA de esta asignatura y una mayor integración de los aspectos teóricos y prácticos de la misma (Kang y Kang, 2019;Yu y Yan, 2016). ...
La innovación en los contenidos del área de Educación Física (EF) es un factor fundamental para la mejora de la actividad física. Sin embargo, hay que tener en cuenta que ésta puede provocar satisfacción o frustración en la realización de la práctica deportiva. El objetivo de este estudio es conocer la satisfacción y/o frustración que tienen los alumnos de Educación Secundaria cuando los profesores innovan en el currículo de Educación Física, analizando las posibles diferencias según el género y la edad de los alumnos. 306 alumnos respondieron a tres preguntas sociodemográficas, además de la Escala de Satisfacción y Frustración ante la Necesidad de Novedad (NNSFS), que consta de 10 preguntas agrupadas en dos dimensiones. Se utilizó la prueba U de Mann-Whitney para examinar el género, la prueba de Kruskal-Wallis para evaluar las distintas edades, a fin de analizar cualquier posible diferencia significativa entre los ítems del cuestionario y sus dimensiones, y la prueba Rho de Spearman para analizar la asociación entre cada una de las dimensiones y la edad. También se evaluó la fiabilidad de las dimensiones con el alfa de Cronbach. Se encontraron diferencias estadísticas que variaban entre hombres y mujeres. Además, la edad a la que pertenece el alumno condiciona su satisfacción y/o frustración con la novedad de la Educación Física, por lo que deberían desarrollarse más líneas de investigación. Palabras clave: novedad; educación física; educación secundaria; satisfacción; frustración; género; edad. Abstract. Innovation in the contents of the Physical Education area is a fundamental factor for improving physical activity. However, it should be taken into account that this can lead to satisfaction or frustration in the realization of sports practice. The aim of this study is to know the satisfaction and/or frustration that Secondary Education students have when teachers innovate in the Physical Education curriculum, analyzing the possible differences according to gender and age of the students. 306 students answered three sociodemographic questions, in addition to the Novelty Need Satisfaction and Frustration Scale, which consists of 10 questions grouped into two dimensions. The Mann-Whitney U test was used to examine gender, the Kruskal-Wallis test was used to assess the different ages, in order to analyze any potential significant differences between the questionnaire items and its dimensions, and Spearman's Rho test was used to analyze the association between each of the dimensions and age. The reliability of the dimensions was also assessed with Cronbach's Alpha. Statistical differences were found varying between men and women. In addition, the age to which the student belongs conditions or not his or her satisfaction and/or frustration with the novelty of Physical Education; therefore, more lines of research should be developed. Keywords: novelty; physical education; secondary education; satisfaction; frustration; gender; age.
... The basic framework based on virtual reality vision technology should ensure that "physical education" is the main body, rather than a simple "game", so most of the mode design should be based on physical education [15]. The basic framework of its design is: First by teachers to the output of the concept of sports let students in the virtual world of the knowledge of different sports and its related, such as the teachers at the time of introduction of tennis sport, requires teachers to start from the development history of tennis, and then introduce celebrities in the history of tennis, finally say the benefits of tennis sport, and then warm up before you start, And then you start moving, and that's just the first step. ...
The progress of the times has brought about a leap forward in people’s thinking. Under the rapid economic development environment, the physical field of young people has been unable to withstand the current teaching system, and many problems of poor physical fitness have emerged. In order to solve similar problems, to improve the physical quality of young people, it is bound to find a new teaching method different from the traditional physical education teaching in a special environment, The research on the integration of virtual reality technology and teaching has been rolling forward and never stopped in recent years. With the continuous upgrading of virtual reality technology, virtual reality devices that can be used have already joined the ranks of families. Let these virtual reality devices connect to the Internet through the WEB application settings, and then design according to different situations has become a reality. This research is an application development based on Web virtual reality technology, including network virtual reality technology, application modeling design and the use of Internet connection. With reference to this application, physical education teaching and classroom practice data, this research mainly introduces the current research situation of virtual reality technology and teaching, and establishes the model based on the integration of Web application design and virtual reality technology, Extract, including but not limited to the number of projects, activities and experiences, use the Internet of Things data upload and data processing technology to complete the data screening, obtain valuable data, and then use these data for the practical application value of virtual reality technology in physical education teaching. Complete the improvement. It is in line with the integration of modern virtual reality technology and physical education teaching to obtain data that can reflect the real situation, then conduct practical teaching, obtain reliable practical data, and evaluate teaching. It can be clearly seen from the research results that the combination of virtual reality technology and physical education teaching is of great significance to improve students’ interest in learning and enthusiasm for sports, but there are also some shortcomings, such as different teaching steps and goals will affect students’ enthusiasm for learning. Therefore, further improvement is needed to find a stable way to improve students’ enthusiasm for learning. The integration of virtual reality technology and physical education teaching is proposed.
... VR can help overcome the lack of innovative teaching materials, equipment shortages, and monotony in traditional PE (Yu & Yan, 2016) and thus improve the teaching quality and environment, enhance students' cognitive ability, and make demonstrations more realistic and vivid. ...
Introduction: Curriculum integration and cross-disciplinary/cross-curricular integrated learning have become worldwide trends. Taiwan's directives for its 12-year education curricula encourage that secondary schools' flexible learning programs include cross-disciplinary topics to foster the cross-disciplinary learning. The use of virtual reality (VR) for integrated teaching, particularly in physical education (PE), is likely to be developed in the future. This paper aims to explore the effectiveness of VR in PE classes to teach badminton and to discover potential difficulties while employing this method, as well as the coping techniques teachers may need to adopt. Methods: The participants were a PE teacher and their seventh-grade students who were enrolled in Taipei City high school, Taiwan. The study used a qualitative approach, and the data were collected from semi-structured interviews, course reviews, student feedback questionnaires, study notes, and cognitive tests after the implementation of a four-week, eight-session badminton course, where VR was used to teach the forehand serve. The data analysis was conducted using various qualitative methods. Results: 1. The VR-based badminton teaching method improved learning effectiveness from the following aspects: "understanding essentials and mastering the skill," "repeated practice and adjusting posture," "teamwork and mutual support," and "promoting motivation and learning." 2. Teachers encountered three potential types of dilemmas when using VR-based teaching: "moving," "playing," and "learning." "Moving" refers to the conflict between class time spent engaged in physical activities and using technology. "Playing" encompasses the dilemma that occurs when the frequent use of the device decreased its novelty, and some students discontinued using it. "Learning" refers to the conflict between the students' desire to enjoy their class and the teacher's desire to educate during class. Conclusion: VR-based badminton teaching in PE can effectively improve the learning effect. However, teachers should reflect upon the design and implementation of teaching and understand students' perceptions of the PE curriculum to overcome the dilemmas of VR-based badminton teaching methods.
With the rapid development of technology and the internet, the technology assisted instruction has become a trend. In response to the trend, physical education teachers are required to use the Technological Pedagogical and Content Knowledge (TPACK) in teaching physical education (PE) to integrate information technology, within the context of multiple sports as learning content, for assisting learning and meeting students' diverse learning needs. The preservice teachers’ training stage plays an important foundation period for constructing teachers' professional development. Moreover, it has been added to the technology field in 12-Year Basic Education which attaches great importance to students’ interdisciplinary learning experience within the competences-based curriculum. Therefore, there is a need to explore how preservice PE teachers integrate the interaction among technology, teaching, and content knowledge combined with echoing the relationship between pedagogy and learners to respond to changes in the education environment. Through the literature review, the results showed that pre-service PE teachers should (1) extend their technological knowledge; (2) take advantages of these to improve strategic technology applications forwards preservice teachers’ PE teaching; (3) prepare PE courses assisted by IT; (4) strengthen PE preservice teachers’ IT belief and promote their IT literacy.
Objectives: This paper aims to explore the effectiveness of virtual reality for badminton teaching in physical education and discover the difficulties and their coping techniques that teachers may encounter during teaching. Methodology: The research subjects in this paper are teachers and students in the seventh grade of a physical education class in a high school in Taipei City. The badminton course lasted four weeks and had two classes each week. The forehand serve was taught using virtual reality, digital teaching platform and tablets. The study follows a qualitative approach and collected data mainly from semi-structured interviews as well as course reviews, student feedback questionnaires, study sheets and cognitive tests. Data analysis was conducted based on various theories. Results: 1. Virtual reality-based badminton teaching in physical education can improve learning effectiveness from different aspects in terms of "repeated practice and understanding of essentials", "adjusting posture and mastering the knack", "teamwork and mutual support", and "promoting motivation and promoting learning". 2. Teachers may encounter difficulties in three levels: "moving", "playing" and "learning". Conclusion: virtual reality-based badminton teaching in physical education can effectively improve learning effect. However, teachers should still reflect on the design and implementation of teaching, and understand the students' perception of the curriculum in physical education to solve the difficulties of virtual reality-based badminton teaching.
The Sars-Cov-2 virus has inevitably caused the Covid-19 disease. It has been one of the worst news that has happened to humanity at the beginning of the 21st century. The material damage and loss of human life has been significant, as well as the collateral effects from the social and psychological point of view. In response to contain or counteract these high affectations, various areas of knowledge and human activity are activated, multiplying and creating new mitigation strategies. One of the areas that has contributed the most during the quarantine periods and after it, is the area of Physical Culture, sports and specifically the didactics of Physical Education. The aim of this work is to systematize a group of scientific publications referred to physical activity, sport and Physical Education in times of COVID, focused on the virtual environment and the use of ICTs. With this study, it is intended to carry out an analysis of the main positions of the authors in order to obtain a criterion about the potentialities of virtual Physical Education to face the COVID-19 attacks. Together with this periodization, a group of methodological recommendations will be added, aimed at perfecting the work of Physical Education teachers with the use of ICTs in these exceptional moments that humanity is going through.
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