Use of fitness trackers in a blended learning model to personalize fitness running lessons
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F21%3A50016994" target="_blank" >RIV/62690094:18450/21:50016994 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1799027" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1799027</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/10494820.2020.1799027" target="_blank" >10.1080/10494820.2020.1799027</a>
Alternative languages
Result language
angličtina
Original language name
Use of fitness trackers in a blended learning model to personalize fitness running lessons
Original language description
The research focuses on learning methods that address individual differences, motivation and training goals in fitness running. The aim was to examine the possibilities of use of fitness trackers in smart phones for fitness running lessons. The core of the study was to design and implement an innovative blended learning model to individualize the training process, personalize the lessons, and thus enhance students' motivation to participate. Fitness tracking applications provided quantified information about the training process via an online data analysis platform. The model was implemented and evaluated in a three-year survey. 278 students enrolled fitness running in the followed periods. Evaluation concerned fitness tracker applicability, analysis of students' motivation to run, and development of attendance between the experimental and control periods. Major performance characteristics were described in the selected runners to get further information about the training process. Fitness tracking combined with teacher's coaching and peer-evaluation support seems to be an efficient means to enhance students' motivation and increase the attendance. The enrolment increased three times and the drop-out rate decreased by 16%. The highest rated educational benefit of the new learning model was found in inclusion of regular physical activity in students' weekly schedule.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Interactive Learning Environments
ISSN
1049-4820
e-ISSN
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Volume of the periodical
29
Issue of the periodical within the volume
2
Country of publishing house
GB - UNITED KINGDOM
Number of pages
18
Pages from-to
213-230
UT code for WoS article
000555235600001
EID of the result in the Scopus database
2-s2.0-85088942771