Use of fitness trackers in a blended learning model to personalize fitness running lessons

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Use of fitness trackers in a blended learning model to personalize fitness running lessons

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Use of fitness trackers in a blended learning model to personalize fitness running lessons

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Interactive Learning Environments

ISSN

1049-4820

e-ISSN

—

Svazek periodika

29

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

18

Strana od-do

213-230

Kód UT WoS článku

000555235600001

EID výsledku v databázi Scopus

2-s2.0-85088942771