PHYSICAL LITERACY AND NON-LINEAR PEDAGOGY. HOW CAN TECHNOLOGIES ENHANCE MOTOR LEARNING?

Domenico Monacis, Sabrina Annoscia, Giacomo Pascali

Abstract


The present paper aims to develop a theoretical model that brings together the opportunities of new technologies and the principles of non-linear pedagogy. 

This research study allows to identify fundamental principles of “non-linear-technology-based model” and potential outcomes on motor learning, physical literacy and health promotion. Great importance is given to teacher training for evidence-based didactic to provide strong foundation for a critical integration of technology in physical education.  


Keywords


Non-linear pedagogy; technology in PE; physical literacy;

Full Text:

PDF

References


Beard J., & Konukman, F. (2020). Teaching Online Physical Education: The Art of Connection in the Digital Classroom. JOPERD: The Journal of Physical Education, Recreation & Dance, 91(7), 49–51. https://doi.org/10.1080/07303084.2020.1785772

Beck J., & Wade M. (2004). Got game: How the gamer generation is reshaping business forever. Boston, MA: Harvard Business School Press.

Bentlage, E., Ammar, A., How, D., Ahmed, M., Trabelsi, K., Chtourou, H., & Brach, M. (2020). Practical recommendations for maintaining active lifestyle during the covid-19 pandemic: A systematic literature review. International Journal of Environmental Research and Public Health, 17(17), 1–22. https://doi.org/10.3390/ijerph17176265

Benzing, V., & Schmidt, M. (2018). Exergaming for Children and Adolescents: Strengths, Weak- nesses, Opportunities and Threats. Journal of Clinical Medicine. https://doi.org/10.3390/jcm7110422

Berthoz, A. (2003). Il senso del movimento. Milano: Mc Graw-Hill.

Bonati, M., Campi, R., Zanetti, M., Cartabia, M., Scarpellini, F., Clavenna, A., & Segre, G. (2021). Psychological distress among Italians during the 2019 coronavirus disease (COVID-19) quarantine. BMC Psychiatry, 21(1), 20. https://doi.org/10.1186/s12888-020-03027-8

Bruner, J.S, Jolly, A., Sylva, K. (1981). Il Gioco, tr.it., vol. 3, pp. 469-572, Roma: Armando.

Bull, F. C., Al-Ansari, S. S., Biddle, S., Borodulin, K., Buman, M. P., Cardon, G., Carty, C., Chaput, J.-P., Chastin, S., Chou, R., Dempsey, P. C., DiPietro, L., Ekelund, U., Firth, J., Friedenreich, C. M., Garcia, L., Gichu, M., Jago, R., Katzmarzyk, P. T., … Willumsen, J. F. (2020). World Health Organization 2020 guidelines on physical activity and sedentary behaviour. British Journal of Sports Medicine, 54(24), 1451 LP – 1462. https://doi.org/https://doi.org/10.1136/bjsports-2020-102955

Cairney, J., Dudley, D., Kwan, M., Bulten, R., & Kriellaars, D. (2019). Physical Literacy, Physical Activity and Health: Toward an Evidence-Informed Conceptual Model. Sports Medicine, 49(3), 371–383. https://doi.org/10.1007/s40279-019-01063-3

Carpena Lucas, P. J., Sánchez-Cubo, F., Vargas Vargas, M., & Mondéjar Jiménez, J. (2022). Influence of Lifestyle Habits in the Development of Obesity during Adolescence. In International Journal of Environmental Research and Public Health (Vol. 19, Issue 7). https://doi.org/10.3390/ijerph19074124

Chen, C.-Y., Chen, I.-H., O’Brien, K. S., Latner, J. D., & Lin, C.-Y. (2021). Psychological distress and internet-related behaviors between schoolchildren with and without overweight during the COVID-19 outbreak. International Journal of Obesity, 45(3), 677–686. https://doi.org/10.1038/s41366-021-00741-5

Chow, J.Y. (2013). Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications. Quest, 65:469-484. https://doi.org/10.1080/00336297.2013.807746

Colella, D. (2019). Insegnamento e apprendimento delle competenze motorie. Processi e Relazioni. FORMAZIONE & INSEGNAMENTO. Rivista Internazionale Di Scienze Dell’educazione e Della Formazione, 17(3), 73–88.

https://doi.org/10.7346/-feis-XVII-03-19_07

Costall, A. P. (1984). ARE THEORIES OF PERCEPTION NECESSARY? A REVIEW OF GIBSON’S THE ECOLOGICAL APPROACH TO VISUAL PERCEPTION. Journal of the Experimental Analysis of Behavior, 41(1), 109–115. https://doi.org/https://doi.org/10.1901/jeab.1984.41-109

Costall, A. P. (1984). Are Theories Of Perception Necessary? A Review Of Gibson’s The Ecological Approach To Visual Perception. Journal of the Experimental Analysis of Behavior, 41(1), 109–115. https://doi.org/https://doi.org/10.1901/jeab.1984.41-109

Côté, J., & Hancock, D. J. (2016). Evidence-based policies for youth sport programmes. International Journal of Sport Policy, 8(1), 51–65.

Digennaro, S. (2019). Fine dei giochi. La scomparsa del gioco libero e le sue ricadute sul benessere dei bambini e delle bambine. FORMAZIONE & INSEGNAMENTO. Rivista Internazionale Di Scienze Dell’educazione e Della Formazione, 17(3), 97–108. https://doi.org/https://doi.org/10.7346/-feis-XVII-03-19_09

Endedijk, H. M., Breeman, L. D., van Lissa, C. J., Hendrickx, M. M. H. G., den Boer, L., & Mainhard, T. (2021). The Teacher’s Invisible Hand: A Meta-Analysis of the Relevance of Teacher–Student Relationship Quality for Peer Relationships and the Contribution of Student Behavior. Review of Educational Research, 92(3), 370–412. https://doi.org/10.3102/00346543211051428

Faigenbaum, A. D., Rebullido, T. R., & MacDonald, J. P. (2018). Pediatric Inactivity Triad: A Risky PIT. Current Sports Medicine Reports, 17(2), 45–47. https://doi.org/10.1249/JSR.0000000000000450

Filiz, B., & Konukman, F. (2020). Teaching Strategies for Physical Education during the COVID-19 Pandemic. Journal of Physical Education, Recreation & Dance, 91(9), 48–50. https://doi.org/10.1080/07303084.2020.1816099

Gallahue, D.L., F.E. Cleland, F.E. (2003). Developmental physical education for all children. Champaign, IL: Human Kinetics, 10-90.

Ghosh, R., Dubey, M. J., Chatterjee, S., & Dubey, S. (2020). Impact of COVID -19 on children: special focus on the psychosocial aspect. Minerva Pediatrica, 72(3), 226–235. https://doi.org/10.23736/S0026-4946.20.05887-9

Ghozy, S., Abdelaal, A., Shah, J., Parker, K. E., & Islam, S. M. S. (2021). COVID-19 and physical inactivity: Teetering on the edge of a deadlier pandemic?. Journal of Global Health, 11. https://dx.doi.org/10.7189%2Fjogh.11.0303

Giblin S., Collins D., & Button C. (2014). Physical literacy: importance, assessment and future directions. Sports Medicine, 44(9), 1177-1184.

Ginsburg, K. R., Communications, and the C. on, & Health, and the C. on P. A. of C. and F. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182–191. https://doi.org/10.1542/peds.2006-2697

Goldschmidt, K. (2020). The COVID-19 Pandemic: Technology use to Support the Wellbeing of Children. Journal of Pediatric Nursing, 53, 88–90. https://doi.org/10.1016/j.pedn.2020.04.013

Graf D. L., Pratt L. V., Hester C. N., & Short K. R. (2009). Playing active video games increases energy expenditure in children. Pediatrics, 124(2), 534-540.

Gray, P. (2015). Lasciateli giocare, tr.it. Torino: Giulio Einaudi Editore.

Hu, D., Zhou, S., Crowley-McHattan, Z. J., & Liu, Z. (2021). Factors That Influence Participation in Physical Activity in School-Aged Children and Adolescents: A Systematic Review from the Social Ecological Model Perspective. In International Journal of Environmental Research and Public Health (Vol. 18, Issue 6). https://doi.org/10.3390/ijerph18063147

Hulteen, R.M., Morgan, P.J., Barnett, L.M., Stodden, D.F., Lubans, D.R. (2018). Development of foundational movement skills: a conceptual model for physical activity across the lifespan. Sports Medicine, 48(11), 1533-40.

Kyriakides, L., Anthimou, M., & Panayiotou, A. (2020). Searching for the impact of teacher behavior on promoting students’ cognitive and metacognitive skills. Studies in Educational Evaluation, 64, 100810. https://doi.org/https://doi.org/10.1016/j.stueduc.2019.100810

Lobo, L., Heras-Escribano, M., & Travieso, D. (2018). The History and Philosophy of Ecological Psychology . Frontiers in Psychology, 9 . https://doi.org/10.3389/fpsyg.2018.02228

Malina, R.M. (2004). Motor development during infancy and early childhood: Overview and suggested directions for research, International Journal of Sport and Health Science, 2,50-66.

Moore, J. B., Yin, Z., Hanes, J., Duda, J., Gutin, B., & Barbeau, P. (2009). Measuring enjoyment of physical activity in children: validation of the Physical Activity Enjoyment Scale. Journal of applied sport psychology, 21(S1), S116-S129. https://doi.org/10.1080/10413200802593612

Mosston, M. & Ashworth, S. (2008). Teaching Physical Education (5Th Edition). San Francisco: Benjamin Cummings.

Murphy, F., & Nì Chronin, D. (2013). Playtime: the needs of very young learners in physocal education and sport. In K. Armour (Ed.), Sport Pedagogy. An Introduction for Teaching and Coaching, pp.140-152, New York, Usa: Routledge.

O’Brien, W., Adamakis, M., O’ Brien, N., Onofre, M., Martins, J., Dania, A., … Costa, J. (2020). Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 503–522. https://doi.org/10.1080/02619768.2020.1823963

Parker, K., Uddin, R., Ridgers, N. D., Brown, H., Veitch, J., Salmon, J., … Arundell, L. (2021). The Use of Digital Platforms for Adults’ and Adolescents’ Physical Activity During the COVID-19 Pandemic (Our Life at Home): Survey Study. J Med Internet Res, 23(2), e23389. https://doi.org/10.2196/23389

Pietsch, S., Linder, S., & Jansen, P. (2022). Well-being and its relationship with sports and physical activity of students during the coronavirus pandemic. In German Journal of Exercise and Sport Research (Vol. 52, Issue 1, pp. 50–57). https://doi.org/10.1007/s12662-021-00750-6

Rhodes, R. E., Nwachukwu, N., & Quinlan, A. (2018). Family Exergaming: Correlates and Preferences. Games for Health Journal, 7(3), 188–196. https://doi.org/10.1089/g4h.2017.0177

Riffenburg, K. M., & Spartano, N. L. (2018). Physical activity and weight maintenance: the utility of wearable devices and mobile health technology in research and clinical settings. Current Opinion in Endocrinology, Diabetes, and Obesity, 25(5), 310–314. https://doi.org/10.1097/MED.0000000000000433

Riva, G., Mantovani, F., & Wiederhold, B. K. (2020). Positive Technology and COVID-19. Cyberpsychology, Behavior, and Social Networking, 23(9), 581–587. https://doi.org/10.1089/cyber.2020.29194.gri

Rudd, J., Renshaw, I., Savelsbergh, G., Chow, J. Y., Roberts, W., Newcombe, D., & Davids, K. (2021). Nonlinear Pedagogy and the Athletic Skills Model: The Importance of Play in Supporting Physical Literacy. Taylor & Francis.

Rüth, M., & Kaspar, K. (2021). Educational and Social Exergaming: A Perspective on Physical, Social, and Educational Benefits and Pitfalls of Exergaming at Home During the COVID-19 Pandemic and Afterwards. Frontiers in Psychology, 12, 644036. https://doi.org/10.3389/fpsyg.2021.644036

Saiz-González, P., Iglesias, D., & Fernandez-Rio, J. (2024). Can Pedagogical Models Promote Students’ Basic Psychological Needs in Physical Education? A Systematic Review and Meta-Analysis. Quest, 1–21. https://doi.org/10.1080/00336297.2024.2316146

Santos, I. K. Dos, Medeiros, R. C. da S. C. de, Medeiros, J. A. de, Almeida-Neto, P. F. de, Sena, D. C. S. de, Cobucci, R. N., … Dantas, P. M. S. (2021). Active Video Games for Improving Mental Health and Physical Fitness-An Alternative for Children and Adolescents during Social Isolation: An Overview. International Journal of Environmental Research and Public Health, 18(4). https://doi.org/10.3390/ijerph18041641

Sheikhhoseini, R., Sayyadi, P., & Piri, H. (2020). The Use of Technology in Quarantine: A Way to Maintain and Promote Physical Health. New Approaches in Sport Sciences, 2(4), 1–14. https://doi.org/10.22054/nass.2020.53039.1062

Siani, A., & Marley, S. A. (2021). Impact of the recreational use of virtual reality on physical and mental wellbeing during the Covid-19 lockdown. Health and Technology, 11(2), 425–435. https://doi.org/10.1007/s12553-021-00528-8

Singh, S., Roy, D., Sinha, K., Parveen, S., Sharma, G., & Joshi, G. (2020). Impact of COVID-19 and lockdown on mental health of children and adolescents: A narrative review with recommendations. Psychiatry Research, 293, 113429. https://doi.org/10.1016/j.psychres.2020.113429

Straker, L., Zabatiero, J., Danby, S., Thorpe, K., & Edwards, S. (2018). Conflicting Guidelines on Young Children’s Screen Time and Use of Digital Technology Create Policy and Practice Dilemmas. The Journal of Pediatrics, 202, 300–303. https://doi.org/10.1016/j.jpeds.2018.07.019

Ulrich D (2000). Test of gross motor development: second edition Austin, TX: PRO-ED.

Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C., & Baeyens, D. (2017). The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions. Review of Educational Research, 88(1), 125–164. https://doi.org/10.3102/0034654317743200

Vernadakis, N., Papastergiou, M., Zetou, E., & Antoniou, P. (2015). The impact of an exergame-based intervention on children’s fundamental motor skills. Computers and Education, 83, 90–102. https://doi.org/10.1016/j.compedu.2015.01.00

Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912. https://doi.org/https://doi.org/10.1016/j.dr.2020.100912

Whitehead, M.E. (2013). Definition of physical literacy and clarification of related. Bulletin No 65, Journal of Sport Science and Physical Education, International Council of Sport Science and Physical Education (ICSSPE), 65, 29-34.

Woods, C. T., McKeown, I., Rothwell, M., Araújo, D., Robertson, S., & Davids, K. (2020). Sport Practitioners as Sport Ecology Designers: How Ecological Dynamics Has Progressively Changed Perceptions of Skill “Acquisition” in the Sporting Habitat. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00654

Yogman, M., Garner, A., Hutchinson, J., et al. (2018). AAP Committee on Psychosocial Aspects of child and family health, AAP Council on communications and media. The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142(3): e20182058.

Zhang, S., Bowers, A. J., & Mao, Y. (2020). Authentic leadership and teachers’ voice behaviour: The mediating role of psychological empowerment and moderating role of interpersonal trust. Educational Management Administration & Leadership, 49(5), 768–785. https://doi.org/10.1177/1741143220915925




DOI: https://doi.org/10.32043/gsd.v8i3.1132

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296