Background/Purpose: The inclusion of content such as health-related fitness (HRF) and principles of training in secondary physical education are essential for addressing physical inactivity that is displayed during adolescence. However, when the same lesson is repeatedly introduced across several class periods, key elements may be omitted by the teacher. Additionally, frequent student absences and special events often interrupt classes, thus inhibiting learning. Grounded in achievement goal theory, the purpose of the research study was to obtain student perceptions about the regular integration of vodcasts, audio and video images stored on a mobile device, into physical education instruction.
Method: Five intact classes of 9th graders were randomly assigned to treatment (high technology, HT) and control (low technology, LT) groups. HT received weekly vodcasts displaying HRF content that focused on proper technique as well as training principles in a cardio/weight room setting. Eight different vodcasts were first displayed to the entire class and then viewed individually, as needed. LT experienced teacher delivered lessons that included a demonstration, but no vodcasts. Data were collected via reflective post-lesson questions from 136 (69 male) participants over a semester. Both the HT and LT completed the reflection questions. Four HT and four LT participants were interviewed using a structured interview guide. All responses were analyzed collectively by method and group using a domain analysis (Glesne, 1999).
Analysis/Results: HT participants (80%) suggested that the vodcasts were helpful and informative. Thirteen percent said the vodcasts were unnecessary and they should have been allowed to immediately participate in physical activity. HT reflected on technique and muscle groups and were more likely to use technical terminology (i.e., repetitions and sets) than the LT (i.e., the foot thing). Learning in the LT was more unfocused (M=18 different responses) than the HT (M=8 different responses). One participant stated, "vodcasts showed us exactly what [the teacher] was looking for." The favorite vodcast introduced different training programs.
Conclusions: In general, 9th graders suggested the use of vodcasts was a valuable means of delivering HRF content. Despite the higher comprehension of content by the HT, the novelty of the vodcasts did diminish toward the end of the semester as the focus of the reflective responses shifted from content delivery to entertainment value (i.e., music, how funny was the video). Participants recommended that the vodcasts should be 2 to 4 minutes in length and include accurate demonstrations, advanced techniques, and be entertaining.