Aim: New technologies in PE provide children with the opportunity (a) to improve motor learning and self-efficacy, (b) model and stucture new prospective of the educational process (Clapham et al.,2015). The purpose of this study is to evalute and compare (a) the development of motor coordination of primary school’s children in relation to BMI, (b) effects of strategies that utilize interactive video game technology (T0 vs T1), (c) enjoyment and physical self-efficacy between EG and CG. Methods: The study has been conducted in a primary school of Puglia, Italy. The sample includes 65 children, separated into two groups in relation to sex and BMI: EG (M: 22, age,10,09±0,30; F: 19, age 10,10±0,31) and CG (M: 12, age, 10 ±0,42; F: 12, age 10±0,0). The experimental program consists of 10 lessons, using specialised interactive video game technology to point out unusual motor responses. For the CG has been used teaching styles of production. The following tests have been proposed before and after the intervention: MOBAK 5 (Hermann & Seelig, 2016), PSP_C (physical self-efficacy) and PACES (enjoyment). Results: Besides the descriptive statistics (M±DS), T-test was used in order to highlights significative differences between T0-T1, indipendently from sex differences. The significance value was set at p<.05. Data analysis revealed significative differences between EG for boys and girls about (a) Control Object and Self-Movement (p < 0.05); (b) and physical self efficacy scale (p < 0.05).
Technologies in physical education in primary school. Preliminary study for the assessment of motor development with the MOBAK 5
COLELLA, DARIO
2017-01-01
Abstract
Aim: New technologies in PE provide children with the opportunity (a) to improve motor learning and self-efficacy, (b) model and stucture new prospective of the educational process (Clapham et al.,2015). The purpose of this study is to evalute and compare (a) the development of motor coordination of primary school’s children in relation to BMI, (b) effects of strategies that utilize interactive video game technology (T0 vs T1), (c) enjoyment and physical self-efficacy between EG and CG. Methods: The study has been conducted in a primary school of Puglia, Italy. The sample includes 65 children, separated into two groups in relation to sex and BMI: EG (M: 22, age,10,09±0,30; F: 19, age 10,10±0,31) and CG (M: 12, age, 10 ±0,42; F: 12, age 10±0,0). The experimental program consists of 10 lessons, using specialised interactive video game technology to point out unusual motor responses. For the CG has been used teaching styles of production. The following tests have been proposed before and after the intervention: MOBAK 5 (Hermann & Seelig, 2016), PSP_C (physical self-efficacy) and PACES (enjoyment). Results: Besides the descriptive statistics (M±DS), T-test was used in order to highlights significative differences between T0-T1, indipendently from sex differences. The significance value was set at p<.05. Data analysis revealed significative differences between EG for boys and girls about (a) Control Object and Self-Movement (p < 0.05); (b) and physical self efficacy scale (p < 0.05).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
