Blended learning in physical education: application and motivation

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F24%3A50021760" target="_blank" >RIV/62690094:18450/24:50021760 - isvavai.cz</a>

Result on the web

<a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1380041/full" target="_blank" >https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1380041/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2024.1380041" target="_blank" >10.3389/fpsyg.2024.1380041</a>

Result language

angličtina

Original language name

Blended learning in physical education: application and motivation

Original language description

Background The aim of the research was to evaluate outdoor aerobic sport activities (OASA) in the physical education (PE) of university students using wearables and their potential to personalize the learning process and enhance motivation.Methods In total, 368 university students participated. The OASA structure and the key points of application in PE were described. Descriptive statistics of the training units (n = 3,680) were processed. The students recorded their training data in the Strava app (10 sessions per semester), and the data were shared in the online sport community created on the Strava platform. Motivation was evaluated using a questionnaire. The focus was both on intrinsic motivation and extrinsic &quot;ICT&quot; motivation, based on Strava app features and tools.Results The most preferred outdoor aerobic sport activities were running (58%), cycling (13%), and walking (16%). The results provided insight into motivation and performance analysis. Students&apos; motivation to participate in OASA was mainly in health concerns, such as staying in shape (94%), staying healthy (90%), and psychological concerns, such as having fun (88%), improving state of mind (88%), or relieving stress (83%). In achievement concerns, the motivation was a personal challenge (72%), while competing with others was ranked lowest (32%). The Strava app was a motivating tool for students to record, monitor, and analyze their individual activities and feel &quot;connectedness&quot; to the online sport community. 70% of students were motivated by the non-competitive character of PE, which gave them a personalized opportunity to train without being compared to others.Discussion The OASA management, with the use of blended learning methods and the Strava app, uses a motivational approach to create, support, and maintain students&apos; healthy habits of physical activity through PE lessons. The need for students to be motivated to exercise can be confirmed in the analysis of the statistical descriptive parameters of running, cycling, and walking. There was a tendency for students to complete only the minimum required distance/time (not more). On the other hand, students enjoyed the training, and 99% of students confirmed that they would enroll again. That fact underlined the importance of motivating students with an effective learning strategy and giving support and guidance.

Czech name

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Czech description

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Type

J_imp - 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]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in psychology

ISSN

1664-1078

e-ISSN

1664-1078

Volume of the periodical

15

Issue of the periodical within the volume

August

Country of publishing house

CH - SWITZERLAND

Number of pages

17

Pages from-to

"Article number: 1380041"

UT code for WoS article

001308613200001

EID of the result in the Scopus database

2-s2.0-85203680412