Technology and Its Impact on Physical Education

LiteratureReviewAssignment2 TechnologyandItsImpactonPhysicalEducation LiteratureReviewScoringRubric

 Technology and Its Impact on Physical Education 

Writing a Literature Review

Purpose

Scholars use literature reviews to see the big picture of an area of research to which they are interested in contributing. Literature reviews can be found in empirical journal articles in the first or second section of the paper, or they can be found as “stand-alone” published articles. This assignment will enable you to practice the skills of critical thinking, analysis, and problem solving in your discipline.

Expectations

Review and evaluate a body of literature by identifying relations, contradictions, gaps, and inconsistencies in the literature and by suggesting the next step needed to solve a problem in the research. Blend theories and results from a number of studies to describe the “big picture” of a field of research and to answer your research question.

Your literature review should (1) make a persuasive claim about a specific area of research and (2) use scholarly sources to support your claim. If you just describe past research without evaluating it, you are merely summarizing information without digesting it. This paper must be persuasive, not just a “report.” Your goal is to change in some way the reader’s initial stance or view.

Format

Audience: Besides me, your audience should be the place you would publish this paper. Research your audience and find the specifications, as well as the technical level. (Chiasm, Intuition, etc.)

Requirements
:

1)
Submit a minimum of two significantly different intermediate drafts. This does not mean just “edited.”

2) Submit the final draft.

3) Take your paper (minimum 5 full pages) to the University Writing Center at least once to meet with the student tutor.

4) Use APA, IEEE, or a journal in your field’s documentation style.

The final draft should have these parts:

1) Title page

2) Abstract

3) Table of Contents with dot leaders and with page numbers aligned on the right margin.

4) Effective introduction that gives a context for the research question, states the narrow thesis at the end, and suggests the organization of the paper (at least 1 1/3 pages).

5) Thesis or hypothesis (at the end of the intro) which states your main claim and provide a roadmap for the paper.

6) Headings

6)
Well-developed body in which assertions are carefully supported with scholarly evidence. Evidence must be synthesized (at least 2 sources in each paragraph). This section must be 8-10 full pages.

7)
Effective conclusion that emphatically restates your position and shows the implications of what you have learned from your research, not just sums up information.

8)
Reference list of the sources you cited (minimum 10 scholarly sources).

NOTE: As usual, plagiarism on this assignment will result in a failing grade for the paper and may result in a failing grade for the course.

Portions of this assignment have been adapted from Joyce Adams and http://depts.washington.edu/psywc/handouts/pdf/litrev

NorthwesternCollege, Iowa Northwestern College, Iowa

NWCommons NWCommons

Master’s Theses & Capstone Projects Education

Spring 2020

Technology and Its Impact on Physical Education

Technology and Its Impact on Physical Education

Koriene Gallagher

Northwestern College – Orange City

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Part of the Educational Technology Commons, and the Health and Physical Education Commons

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Capstone Projects. 199.
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Running head: Technology and Its Impact on Physical Education 1

Technology and Its Impact on Physical Education
Koriene Gallagher

Northwestern College

A Literature Review Presented

in Partial Fulfillment of the Requirements

For the Degree of Master of Education

April 19, 2020

Dr. Ashley Nashleanas

Technology and Its Impact on Physical Education 2

Table of Contents

Abstract…………………………………………………………………………………………..

Introduction………………………………………………………………………………………

Review of Literature…………………………………………………..…………………………

Historical Evidence of Technology in Education…………………………..……………………

Theoretical Framework of Technology in Physical Education……………………..……………

Impacts of Technology in Physical Education………………………………………..…………

Positive Impacts of Technology in Physical Education……………………………………………

Negative Impacts of Technology in Physical Education…………………………………

Teacher’s Role in Technology in Physical Education…………………………………………………………

Conclusion……………………………………………………………………………………………………………………

References…………………………………………………………………………………………………………………….

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Technology and Its Impact on Physical Education 3

Abstract

This literature review discusses the necessity of technology in physical education classrooms.

The review first looks at the history of technology in education and the theoretical framework of

technology in physical education. Then the review will discuss the impacts of implementing

technology into the physical education classroom including the positive and the negative

impacts. Today there are teachers who believe technology should be in physical education and

there are others who believe it should not be implemented in physical education. The review will

also discuss the teacher’s role in technology in physical education. Technology in physical

education classrooms can help keep students engaged in the lesson which will increase

participation and decrease the amount of undesired behaviors.

Technology and Its Impact on Physical Education 4

Technology and Its Impact on Physical Education

Technology is ubiquitous. According to a 2017 survey from the Consortium for School

Networking, 40 percent of districts in the U.S. were one-to-one, which is nearly twice as many as

in 2014 (Medlin, 2019). Technology is changing things in schools, including physical education

classes. According to Hanski (2016), technology is helping students’ physical education

experience change their sedentary lifestyles into physically active and fit lifestyles. Technology

is certainly positively impacting students’ learning and their health. A handful of researchers still

question whether or not technology has a place in physical education classrooms. Gard (2015)

stated that he was concerned about the use of digital technology in physical education and how it

could marginalize physical education teachers’ roles. Wyant (2018) expressed how he could see

that arguments against technology in physical education are logical, but they sometimes fail to

point out how technology can help and support these teachers. There is certainly a fine line of

when technology becomes more of a distraction rather than a support or resource.

Integrating technology can be more difficult in some school classrooms than others.

Physical education class is an example of such classroom. Mikat and Anderson (2005) state that

the most difficult parts about integrating technology into physical education classrooms are the

features and the cost of the technology. Another point that Mohnsen (2012) brings up in her book

is that studies specific to technology in physical education have been limited and more research

is much needed in this area. This research is needed in order for more physical education

teachers to be able to integrate technology into their physical education classrooms and feel

confident in the fact that technology is positively impacting their classrooms. A handful of

technologies could be integrated into physical education classes, but teachers struggle with

finding a great piece of technology that helps their students learn and at the same time does not

Technology and Its Impact on Physical Education 5

distract from the lesson. According to Baek (2018), the reasons physical education teachers

struggle to implement technology are access to technology, lack of training and time to learn,

and perceived value of technology integration. Some schools lack the funds to give their

physical education teachers access to technology and the time off to receive proper technology

training. Junhyung Baek completed a study in 2018 on physical education teachers and their

perceptions of technology. In Baek’s study, twelve physical education teachers completed a

survey and engaged in individual interviews. The results indicated that teachers perceived there

is an absence of technology in K-12 physical education, and that any technology integrated into a

physical education classroom needs to be dynamic, authentic, and tailored for physical education

classes. Technology can become a distraction in the classroom and the physical education

classroom if it is allowed to become a distraction. There are certainly benefits to implementing

technology, and it does impact the classroom. This study will focus on the implementation of

technology into physical education and the impact it has on the students and their behaviors.

Technology is universal in education, but it seems to be lacking in physical education

classrooms. Does the use of technology in physical education classes increase student

engagement and participation and decrease the amount of undesired behaviors from students?

Based on this literature review, I hypothesize that the use of technology in physical education

classes may increase student engagement and participation and decrease the amount of undesired

behaviors. The purpose of this literature review is to show how technology impacts physical

education classes. This literature review will address how technology impacts physical education

classes, including the benefits and the negatives to having technology in physical education

classes. This literature review will look at historical evidence and theoretical framework, the

themes throughout the literature, and areas where further research needs to be conducted.

Technology and Its Impact on Physical Education 6

Review of the Literature

Technology has been around for a while, but it is always new in education because it is

continually changing. For example, according to Avedisian (2019), there were four emerging

technologies that were new to education in 2019 and still reshaping technology. Those

technologies were 5G, Mobile AR, Voice and Future Inferences, and Artificial Intelligence.

Totoraitis (2018) discussed how technology is continuously changing, so we need to be

constantly learning. Physical Education teachers struggle to implement technology for multiple

reasons. According to Hyndman (2019), the reasons teacher struggle to implement technology

are the following: technology becomes a distraction for students, teachers need more

professional development, and technology can affect lesson time and flow. Using the right

technology, being trained correctly, and planning out your lessons can help avoid these struggles

and allow teachers to implement technology into the classroom. It is important to have

technology in physical education classes because it motivates and energizes students and allows

students to connect physical education classes with the outside world even more, according to

McVicker (2018). This literature review will cover the history of technology in education,

positive impacts of technology in education, negative impacts of technology in physical

education, and the teacher’s role in implementing technology into physical education classes.

According to Jones (2019), technology has been married to education for decades, and it

is vital to education. Technology started in the 1800s as chalkboards and slide rules then moved

into pencils, paper, and film projectors in the 1900s (Gray, 2019). In 1963, the Vocational

Education Act funded the use of technology in schools; that would be the time where technology

really started to be seen in education. (Christensen, 2019) After 1963, PCs were in classrooms,

and programming was beginning to be taught to students. By the mid-1980s, Apple computers

Technology and Its Impact on Physical Education 7

started to be a more common sight in classrooms. A decade later the Internet connected

computers across the globe. In the early 2000s, STEM (science, technology, engineering and

mathematics) became the main focus of schools. Now today the focus is more on the ISTE

standards. (Christensen, 2019) Technology and the use of technology has changed a lot through

the years as shown above. Bernstein stated more than 50 percent of teachers have one-to-one

student-to-device ratio in 2017. According to EdTech (2019), that number has now risen to 75

percent. The number increased by 25 percentage points in two years, and it is interesting to

wonder what that number will be like in another two years.

Theoretical Framework of Technology in Physical Education

Eberline and Richards (2019) wrote an article about their study of technology in physical

education and how technology was first introduced into physical education classes as pedometers

and using projectors to explain games. They also discussed in their article about how physical

education teachers started implementing these technologies to try to keep students engaged and

also to maximize their efficiency in the short time allowed for physical education. In Eberline

and Richards’ article, they also interviewed and studied other physical education teachers and

how they use technology in their classrooms. One of these teachers was Rick Schupbach. He has

used a variety of heart rate monitors, pocket PCs, and activity watches to assess his students.

When he first started teaching, he used a projector to present key concepts, skill cues, and videos

to his students to teach his lessons in a different way. His theory was that by using technology it

would increase student engagement because it was a different way of learning and that might

appeal more to some students. In turn, they would become more engaged.

One other physical education teacher they talked about was Brian Carr. He uses heart-rate

monitors and iPads for his physical education classes. The motivation behind his use of

Technology and Its Impact on Physical Education 8

technology in his classroom is that the students can use the iPads, record themselves, and then

receive immediate feedback on their skill development. The other part of his motivation is then

he also has documentation of their learning. Carr’s school is one-to-one with iPads to students,

which makes it very easy for him to have his students use the iPads in his physical education

classroom to do things such as video record skills and receive immediate feedback. With the

immediate feedback, he spends less time instructing the same thing, students learn at a faster

rate, and students are more engaged in what is going on. He also has a projector system, which

allows him to display visual components to what he is instructing.

Klara Gubacs wrote an article in 2004 about integrating technology into physical

education. In this article Gubacs defined student engagement as students meaningfully partaking

in learning activities and are cooperating and actively learning. She goes on to talk about in her

article how if teachers were to implement technology with a student-centered approach and with

instructional strategies that increase student engagement, teachers would be able to notice a

difference in student behavior and student engagement. Gubacs goes on to talk about a study

done at Montclair State University, where students were assigned a project that required the use

of technology and also included different sports. The students were required to record a segment

of a class and focus their footage on the main aspects of the tactical lessons. Then the students

had to edit the footage and create videos of the learning segment with the main aspects

highlighted. The professor of this class conducted this project for several reasons. Those reasons

included the students learned how to effectively use technology, the professor could assess the

students’ mastery of the content knowledge involved, and the teacher assess the effectiveness of

the teaching strategy that was being used in the video. Gubacs also explained how the use of

Technology and Its Impact on Physical Education 9

project-based learning and technology together could really benefit both the student and the

teacher.

Impacts of Technology in Physical Education

Positive impacts of technology in physical education. A 2019 study conducted by

Lucena, Belmonte, Cabrear, Torres, and Sánchez showed many positive effects on flipped

learning including some positive academic effects. Students in the study, who were taught

through flipped learning, started showing noticeable improvements in the academic aspects of

motivation, autonomy, critical thinking, problem solving, the use of class time, interactions with

teachers and peers, content and tests. The use of flipped learning not only benefited the students

academically, but it also benefited them physically. Their findings showed that using the

technology in physical education can motivate and attract adolescents to physical education due

to the use of technology. They also found that it would decrease the sedentary lifestyle we see in

the world today. Lucena, Belmonte, Cabrear, Torres, and Sánchez investigated the two

dimensions of attitudinal and interactive and how flipped learning and the use of technology

would impact those two dimensions. Their results showed that in both of the dimensions the

group that experienced flipped learning and technology exceeded their peers, who received

instruction using a more traditional approach. The researchers stated that they saw the most

increase in these two dimensions from the students, who received flipped learning, in the

category of interactions of students with their teacher and their peers. In other words, the use of

technology and flipped learning in physical education increased the interactions between

students and teachers.

Mohnsen (2012) remarked on another positive impact that technology brings into the

physical education classroom. She talked about how some devices and technology used in

Technology and Its Impact on Physical Education 10

physical education supply students with additional information and supports to help them

understand the concepts of the lesson. Mohnsen also states that technology is there to support

what we are already doing and not take over the classroom for us. In her book, she talks about

five more positive reasons why we should use technology. Those five reasons are motivation,

unique instructional capabilities, support for new instructional approaches, increased teacher

productivity, and skills for an information age. Mohnsen talks about how learners stay more

attentive and actively engaged via the use of technology. She also talks about how it increases

the abilities of teachers by allowing them to have unique instructional capabilities and by

allowing them access to all kinds of support for new instructional approaches. Teacher

productivity increases because the technology allows them to have more free time to work with

the students and teachers can find more accurate information more quickly.

Another study about the impacts of technology in physical education was completed by

O’Loughlin, Chróinín and O’Grady (2013). This study was specifically focused on the use of

digital video to complete assessments in physical education. The study was completed by

observing and interviewing nine- and ten-year old’s in physical education classes and how the

use of digital video to assess their basketball skills would impact them. The results from this

study were similar to most of the studies talked about previously in this paper. The researchers

found the students became more motivated and enthusiastic about the skills they were currently

learning. The study also showed the students became more self-aware of the skills they were

performing and what they needed to change in order to perfect their skills even more.

Negative impacts of technology in physical education. Alghamdi (2016) wrote on the

negative effects of technology on children. In this paper, he brought up many reasons why

technology negatively impacts children. According to Alghamdi, technology adversely effects

Technology and Its Impact on Physical Education 11

their personal lives, their relationships with others, and their health in the future. Alghamdi

explains more in detail about how technology leads children to social isolation and can bring up

some serious physical and mental diseases such as, obesity and depression. He also goes on in

his writing to explain how technology can lead to a condition called neurosis. According

Alghamdi, he briefly describes neurosis as a psychological and behavioral disorders with

symptoms such as anxiety, sadness or depression, anger, mental confusion, and low self-worth.

Alghamdi goes on to talk about how the children will also develop a very low self-worth because

they have spent all of their time socially isolating themselves and they do not really know what

they are talented in because they haven’t tried many other things. One of the last things

Alghamdi talks about is that there is a correlation between time spent by children on technology

and their body mass index. Alghamdi states that the more technology a child is using the more

likely they are to have a higher body mass index, which can lead to multiple serious health

issues.

Casey, Goodyear, and Armour (2016) wrote about how using digital technology in

physical education can have negative impacts on the students such as the body images that are

being presented to the students and the digital footprints the students are bringing into existence

by using the technology. Casey, Goodyear, and Armour go on to write about how most of the

people who are in the exercise videos or on other types of exercise technology are very fit,

muscular, and healthy looking. When teachers use these in their classrooms, some students could

take it as an ideal image that they should be striving towards. This can negatively affect the

students because then they can become obsessive and addictive and that can turn into unhealthy

behaviors. The authors go on to explain that they know it is not the teacher’s intent to make this

Technology and Its Impact on Physical Education 12

happen, but it is something to be aware of before fully integrating technology into your

classroom because of the negative affects it has on students.

The other negative impact Casey, Goodyear, and Armour talk about is the student’s

digital footprint. The authors talk about how there is a lot of information on the Internet and if

we bring technology into physical education and health and allow students to research

information on those topics, it could bring about a negative digital footprint that we would not

want our students to create. The authors continued on to talk about how it could be digital

images, and personal data about the body and/or a child’s health the students could come across

or the data they could give out and it is a huge risk to take. They really focus on figuring out

whether the risk is worth the reward when bringing different technologies into the physical

education classroom.

Teacher’s Role in Technology in Physical Education

A teacher’s attitude toward the use of technology greatly influences the amount of

technology being used in the classroom (Gibbone, Rukavina, and Silverman, 2010). A study was

done by these three to determine the relationship between the teachers’ attitudes and roles when

it comes to technology in the physical education classroom. The results of the study showed that

the teachers who had a learning attitude toward technology used technology to supplement what

they were teaching in their classes. The other result of the study showed that teachers, who do

not want to put much effort into the technology in their classrooms, ended up in a role where

technology was not adding to their lesson, but was becoming a distraction and was taking away

from what the students were supposed to be learning. Gibbone, Rukavina, and Silverman stated

that it is important for teachers to see technology as an asset to them and it is there only to

supplement their lessons and not be a distraction or be the whole lesson itself. Physical education

Technology and Its Impact on Physical Education 13

teachers do not want their jobs to become marginalized by the technology that they are using in

their classrooms, and they also do not want them to become a distraction. The advice the authors

give to physical education teachers about their role and attitude when it comes to technology in

their classrooms is to research technology and pick which piece of technology fits their

classroom the best and continue to have an open mind about what other technologies could come

about for physical education classrooms.

Casey, Goodyear, and Armour (2016) wrote about how any technology a teacher picks to

use in their physical education classroom must have a focus on the role of the teachers because

teachers have the greatest impact on students and students’ learning. The authors go on to discuss

much of the same things that Gibbone, Rukavina, and Silverman discussed in the fact that the

teacher’s role is to determine what technology to use in their classroom, but at the same time

continue to be the teacher and not let technology overrule them. The authors are not saying that

teachers cannot use a video instruction once in a while, but for a majority of the time the teacher

should be the one teaching and using the technology as something that supplements their lessons.

Enright and Gard (2015) state that physical education teachers do not want to let their jobs

become marginalized by technology. Their discussion goes along with Casey, Goodyear, and

Armour’s point about how teachers have the greatest impact on the students and their learning so

they cannot be replaced by technology.

Another role for physical education teachers that has not been mentioned yet was

discussed in an article by Yaman (2008) and that was that if a physical education teacher is going

to bring technology into their classroom then they need to be in a role that they know a lot about

this piece of technology. This role is a little bit different than the previous two roles mentioned,

but it is still important according to Yaman because a physical education teacher cannot find a

Technology and Its Impact on Physical Education 14

piece of technology and implement it into their classroom without looking into it and filling the

role of knowing quite a bit about it. The teacher needs to know what problems could come about

with using this technology and they especially need to know how it is used and what their role is

when the students are using this technology.

Conclusion

From the evidence provided, there are a lot of positive impacts and outcomes of

integrating technology into the physical education classroom. Technology is ubiquitous in our

world today. Using the right technology in physical education can motivate students, get them

engaged in what they are learning, and can help them understand what they are learning even

better. When students are engaged and motivated, teachers will see a decrease in the amount of

undesired behaviors and an increase in participation. Physical education with the help of

technology can change students’ lives from being sedentary to having the students become more

deeply involved in physical activity experiences (Hanski, 2016).

Physical education is necessary for children to have in schools. With the help of

technology students can become more motivated and engaged in physical education and physical

activity. In turn, technology in physical education will make them healthier individuals and that

is the main goal of physical education. Like most things, technology has some positive impacts

and some negative impacts. It is very important to be cautious about the negative impacts

technology could have on students. It is also important to remember that technology has multiple

positive impacts in physical education classrooms and physical education teachers need to start

advocating to implement and integrate technology into their physical education classrooms, so

they can see the long-lasting benefits that it would bring to them and their students.

Technology and Its Impact on Physical Education 15

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Technology and Its Impact on Physical Education
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Literature Review Rubrics

Name: __________________________________________________

/35
Format and Appearance

/3
Title Page

Title hooks attention and reveals argumentative content

All needed information appears correctly on title page

/10
Table of Contents

Must have subordinate headings under all main headings [Indent the subordinate headings & remember that they must come in at least a “pair”]

Dot leaders and page numbers for all levels

Page numbers aligned on the right margin

/2
Pagination according to APA or IEEE

/5
Headings that are well developed and describe the content of the section; headings are not “layered,” but have at least one well-developed paragraph before the next heading

/11
References according to APA or IEEE style (Minimum of 10 scholarly sources)

/4
Abstract [must be revised from original submission]

/74
Subject Matter

/10
Introduction: Focused well-developed introduction; background, significance, and thesis

/5
Thesis: Thesis at end of first section which contains the claim and all major headings in paper

/12
Depth: Appropriate depth and development of topic; logical order of materials

/7
Voice: Consistent use of personal voice (doesn’t rely too heavily on others; multiple scholarly sources synthesized in each paragraph after the Introduction)

/10
Breadth: Good breadth of reliable sources with not too many from same author

/10
Use of Sources: Sources introduced effectively with meaningful comparisons; synthesize, not just report; effective transitions; no paragraphs end with a citation

/10
Evidence: Evaluation of the work being done in the area you are researching (not simply “reporting”); assertions must be well supported by evidence and evidence should be synthesized

/10
Conclusion: Insightful conclusion, which restates main points, delivers judgment on the validity of the thesis, and makes suggestions for future research

/51
Style and Mechanics

Organization/ Structure

Organization – logically organized with transitions between sections and ideas

Coherent — Transitions between sentences and between paragraphs

Citations/References

Limited number of quotes

Summaries, paraphrases, and quotations — accurate & varied

Punctuation of quotes and parenthetical references in APA or IEEE style

Grammar/Punctuation

Other punctuation

Spelling and mechanics (-2 points for each spelling error)

Mechanics

Appropriate tone

Elimination of unnecessary words & phrases; simplest forms; it must be concise

Appropriate length (minimum 8 pages, not counting Title Page, Table of Contents, Abstract, Reference list or Appendices; -9 points for each missing page)

All drafts, note cards, etc. (Minimum of two significantly different drafts – 5p, & 8p) Label!