The Use of Ict in Teaching and Learning of Physical Education
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Transcript of The Use of Ict in Teaching and Learning of Physical Education
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Continental J. Education Research 4 (2): 29 - 32, 2011 ISSN: 2141 - 4181
Wilolud Journals, 2011 http://www.wiloludjournal.com
` Printed in Nigeria
THE USE OF ICT IN TEACHING AND LEARNING OF PHYSICAL EDUCATION
Okposio O. Collins
Department of Physical and Health Education, College of Education, Agbor, Delta State
ABSTRACT
The emergence and use of information communication technology (ICT) in this century is a significant
development affecting the teaching and learning of physical education and sport. Education is faced
with a new dimension dominated by c-learning. For Physical educators, this trend is also reflected by
the necessity to improve their teaching and methodology. The modem alternative is the use of ICT
meant to increase accessibility to information and teaching process effectiveness. This paper highlights
the use of ICT in the teaching of physical education and spoils. The use of ICT for teaching andlearning has be summarized, in the following aspects: the needs for ICT, computer-motion analysis,
internet, video analysis/conferencing, chatting and challenges. It is concluded that ICT use enormously
improve teaching and learning of physical education and sport.
Keywords: ICT in Physical Education (P.E.), Teaching and learning.
INTRODUCTION
The rapid growth of new technologies has added to the quest for improved teaching and learning methods.
Teachers should be conscious of the quality of their teaching. Information and communication technology (ICT)
are becoming increasingly pervasive in our modern society and a requirement for ideal means of teaching
especially in the field of physical education (Zhang and Martinovic 2008). Information and communication
technology (ICT) has a significant role in teaching and learning process as a tool. The use of ICT by learners
offers a potential to enhance learning as all subjects as well as physical education. Teaching will get newdimensions, as lessons will be greatly enhanced by the technology tools. The uses of multimedia instructional
tools will significantly enrich the teaching content that will become more dynamic and captivating (Gerad and
Mathiot, 2000).
With current advances globally in ICT, it is essential that physical educators have a thorough workingknowledge of these media and their influences on the performance and engagement of their students. We are in
an age driven by information and information dominated by digital technology. The digital technology has
influence on all aspect of human life and physical education is not an exception. Educators have not generally
come to a consensus on the definition of ICT as these technologies are undergoing changes almost on daily basis
(Sansanwal, 2009). ICT may include but not limited to personal computers, laptops, printers, LCD projectors,palm devices, fax machines cell phones, digital cameras, internet and intranet. Now the technology is in the
process of change from digital to photon. Shortly photon technology will be available for use by the society.
Sansauwal (2000) defined information technology as the use of hardware and software for efficient managementof information i.e storage, retrieval, processing, communication, diffusion and sharing of information for social,
economical and cultural upliftment. It leads to the development of websites, government, corporate sector,
educational institutions etc. It opens up a new source of information and reduces limitation of access toinformation. To use these ICT devices, users must be ICT compliant. It is the ability to use digital technology
communication tools and networks appropriately to solve information problems in order to function in an
information society. This includes the ability to use technology as a tool for research, organize, evaluate arid
communicate information and the possession of a fundamental understanding of the ethical issues surrounding
the access and use of information (Zhang and Martinovic 2008). This definition encompasses three areas of ICT
proficiency: Cognitive, technical and social. By this prescription, it recognizes that in the technologicallyconnected world, a teacher of physical education does not live in isolation and needs soil as well as hard
skills to confidently, reliably and responsibly use ICT to enhance performing his duty. There is need for physical
educators to use ICT for facilitating learning because it is related human development and physical education is
related to learning through movement. Fundamentally, physical education aims at improving humanperformance and enhancing human development through selected physical activities meant to fulfill these
outcomes (Deborah, Wuest and Bucher 1991, Stanescu 2009). Therefore, the physical education teacher must
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Okposio O. Collins: Continental J. Education Research 4 (2): 29 - 32, 2011
consider these challenges as an ideal opportunity to raise physical education learning to a higher standard. This
paper aims at highlighting ICT use in teaching and learning physical education.
Need for using ICT in Physical EducationICT can be used to improve the quality of physical education programme. Physical education concerns activity
science and movement education. ICT media such as videos digital camera, television and internet stores and
transmits information on a range of physical activities such as aerobic dances, cycling, aquatics and athletics
that are used to express and illustrate physical education lessons. Physical education benefits from integration of
ICT in making lessons more natural and real. The use of ICT in physical education is becoming very important
as it can make significant contribution in primary, secondary and tertiary institutions. This starts with knowledge
and understanding of principles applicable when considering using and implementing ICT software and
programs in teaching physical education.
The questions physical educators may ask is whether ICT support practice in physical education. Is ICT use
directly related to teaching and learning objective in physical education? Does the use of ICT allow students to
achieve something that could not be done without it? Of relevance is an understanding that children are now
born into a technology world where once a computer was a device to be used, technology is now a whole way oflife and children are engaged with it from both where once computer application technology was an option is
now a requirement. It is therefore necessary to recognize and apply ICT opportunities in everyday teaching.
Examples include development of teacher ICT skills, use of information management systems and engagement
in effective learning and teaching process. Sansanwal (2009) asserts that not a single teacher is capable of giving
up to date and complete information in his own subject. The range of ICT mediums available can fill this gap
because it can provide access to different sources of information. It provides comprehensive information indifferent formats with a variety of examples.
Effective use of ICT improves the amount of information students retain through visual, auditory, and
kinesthetic learning channels in physical education all sport. Computer programmed spoils gives instructions
and pictorial sequence of skills used in playing sports and simulations of skills and tactical formations in a
variety of sports. Through appropriate use of ICT students are able to promote and develop ownership of their
work and direction they choose to take. These have positive effects on their motivation and degree of enjoymentin their choice of learning style and promoting greater independence (Stanescu, Stanescu and Ciolca, 2011).
Practical use of ICT in the teaching and learning of physical education
Damme (2001) opines that the use of ICT in the learning process of physical education may not be a goal of its
own but it is a tool with which to reach objectives. The following are the uses of ICT in learning physicaleducation.
Computer
Computer is an electronic devise that has the capacity to store, retrieve and process both qualitative and
quantitative information fast and accurately. Computers-we used to produce documents, lesson plans, to convertscores (Excel, word spss etc) management. It also involves video units PC heart rate monitor, remedy heart rate
monitor and educational software. Computer also aid learning experiences when they are used for motion
analysis. This involves using computer to examine the way learner moves and then determine ways in whichthis movement can be improved in a practical physical education class. This devise stresses how human motor
abilities can be perfected and controlled. For example if you ask a softball pitcher how he/she throws a fastball,
they may not be able to tell you. Motion analysis visually shows the rudiments and sequence of actions involvedin arm, leg movements to enhance performance of skills. Video taped images are also transferred into
computers. Special application software analyzes the images. It measures the exact angle at which the player s
holding his or her arms and lags. The speed and efficiency of each movement is measured. When using images,
the teachers, advantage consist in his possibility of making corrections as soon as pupils exercise is completed,
which him to quickly progress and improves his learning. Other computer software such as the programmes
Professional Evolution Soccer (PES) is sued to play games. Learners play, identify appreciate the skills, rulesand evaluate officiating of the game.
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Okposio O. Collins: Continental J. Education Research 4 (2): 29 - 32, 2011
Internet
Internet is a global system of interconnected computer networks that promotes free flow of information by
pocket switching using the standardized internet protocol suit (Singh, Devi and Raychandhury, 2009). It is a
network that consist of millions of private and public academic business and government network of localglobal scope that are linked by copper wires, fiber-optic cables and wireless connections technologies. The
internet provides various information resources and services which can be used by physical educators for
teaching and learning. They include electronic mail, online chat, electronic transactions, bulletin board, file
transfer and file sharing, online newspapers, arid journals, online gaming and inter linked hyper text documents
and other resources of the worldwide web. Physical education teachers share experiences with other
professionals via the internet which are integrated into teaching lessons. Students explore new knowledge as
they surf the web for assignments, chat with fellow students and play games online.
The internet can be used to maximize the effectiveness iii their learning process of physical education. Students
have the possibility to email their questions or comments concerning their questions concerning issues in health
and audition fitness, physical education programmes, courses to their physical education teachers and academic
staff. Internet is used access a machining list of professionals in the same area of study. A user sends an email
message to Ike mailing list which is broadcast to other users for accessing current information. Examples are thesports philosophy and Questia lists.
Chat through the Internet
Interactive chat improves communication with experts and colleagues and community members. Chat allows
fellow physical educators to simultaneously communicate publicly on your website, internet, extranet. Team
members, class and course mates from different locations can easily conduct on line meetings. Colleaguesgather together to intimate groups and discuss issues related to physical educations. They could gather in large
online events to interact with experts celebrities, instructors, coaches and teachers can assess chat groups on
particular academic issues in physical education and sports.
Video Conferencing
It allows two or more people at different locations to see and hear each other at the sometime. The
communication technology offers new possibilities for sport colleges, libraries including formal instruction toshare strategies for coaching sport skills. A very attractive multimedia tool determining students enthusiastic
participation in physical education lessons is represented by the audio aids.
Direct or indirect aids such as drums, piano respectively. Radio cassette recorder equipped with CD/DVD can
be used to reline the movement pace and get students familiarized, with some sonorous competitive conditions.The digital camera use in the instructive educative process allows a quick verification of students placement
and posture, being at the same time a very good mean to stress body segment positions when performing sonic
motor elements. These are the potentials in ICE that can be used to enhance teaching and learning of physical
education.
Challenges of ICT using Physical Education
Although ICT has attractive potentials for improving teaching of physical education, it also has challenges
especially in developing nations of the world. Stanescu et al (2011) reports that it will be a big setback ifphysical education are not ICT compliant. The reports indicate that many do not still appreciate the use of ICT
in teaching and learning and complaint. Nowadays, it is uncommon to see physical education computers in
classroom and on sport playground. These could be either ignorance of ICT use or affordability of ICT devices.Similarly most educational institution in Nigeria are not providing enough funds for equipping schools with ICT
devices. However, Sansanwal, (2009), and Stanescu et al (2011) observes that ICT devices are becoming more
and more mobile and affordable and this could eventually turn into a reality making the study of human
movement in physical education a reality. Other challenges include the availability of regular power supply,
staff training and development on ICT softwares; assessing softwares and packages for teachers. Other
challenges include crashing of computers corruption of files.
CONCLUSION
Physical education essentially requires the performing physical activity. This is associated with the development
of motor skill. Physical education within the school system requires time, facility space and interactive lessonplans. ICT provides access to information, compresses information, motivate learners, and connect learners to
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Okposio O. Collins: Continental J. Education Research 4 (2): 29 - 32, 2011
teachers and teacher to theft colleagues. There are nowadays many available technological innovations that
could be inserted into the physical education lesson. The visual physical education lesson is essentially based on
the connected learning environment which uses ICT that are networked in structure. Physical education should
avail themselves of these ICT opportunities to make their lesson more real and dynamic.
RECOMMENDATIONS
1. ICT should be integrated into the physical education teacher education curriculum.2. The computer and internet use related programmes should be integrated into primary and secondary
school curriculum to enhance students use of ICT.
3. Employers of labour should make computer literacy requirement for employment for physicaleducation teachers.
4. In-service training on computer literacy should be organized periodically for teachers of physicaleducation.
5. Institutions of learning should provide computer and internet facilities for use by physical educationteachers.
REFERENCESDamme, G.V. (2001). The new physical education and port Dimensions Sportapolis October.
Deborah, A.; Wuest, C. and Bueher, A. (1991). Foundations of physical Education and Sport. St. Louis,
Missouri, Mosby Year Book.
Gerard, L. and Mathiot, D. (2000). Techniques audiovisuelles et Multimedia. Tomes L et 2 Dunod, Paris.
Sansanwal, D.N. (2000). Information Technology and Higher Education. UNIVERSITY NEWS. 3 8(46).
Sansanwal, D.N. (2009). Use of ICT in Teaching-Learning and Evaluation. Central institute of Education
Technology, New Delhi NCERT.
Singh, R.K.J., Devi T.M. and Raychandhury, A. (2009). Use of internet based c-resources at ManipurUniversity: A Survey.Annals of Library and Information Studies. Vol 56 March pp. 52-57.
Stanescu, M. (2009).Didactica educatiei: ANEFS.
Stanescu, M.; Stoicescu, M. and Ciolca, C. (2011). Computer use in Physical Education and Sport Teaching.The 7th International Scientific Conference e-learning and software for education Bucharest, April.
Zhang, Z. and Martinovie, D. (2008). ICT in Teacher Education: Examining needs expectations and attitudes.
Canadian Journal of Learning and Technology. 34(2) Spring Printemps.
Received for Publication: 15/08/2011
Accepted for Publication: 22/10/2011