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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&apos; 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&apos; 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&apos;s coaching and peer-evaluation support seems to be an efficient means to enhance students&apos; 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&apos; weekly schedule.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

  • 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

  • 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