Abstract:

In the evolving landscape of sports science and physical education, the fusion of technology into educational frameworks has marked a significant shift. Universities worldwide are increasingly embedding tech-focused modules into their courses, aiming to equip students with the analytical skills necessary for sports performance analysis and evaluation. This trend not only opens new avenues for future professionals, such as coaches, athletic trainers, and physical education teachers, but also aligns educational practices with the ongoing sociocultural evolution of sports training and conditioning practices. Amidst this technological embrace, there emerges a critical need for an epistemological reassessment of how these tools are integrated into the learning process, urging a move beyond their practical/technical application to a deeper, reflective engagement with their educational implications. Despite the pressing nature of this shift, research into the pedagogies and teaching methods for technology in sports remains limited, with few studies adopting an epistemological lens to examine its impact on future sports professionals.

Highlighting a case study from a bachelor's degree program in sports science and analysing the data from a survey proposed to 63 students at the end of a course in training theory and sports performance assessment, our research aims to showcases an innovative teaching experience that fully immerses students in both practical and research-oriented activities mixing corporeal and technological experiences: each digital activity was placed side by side with the corresponding analogue experience. The course design encouraged students to critically compare traditional and technology-assisted methods of performance analysis, prioritizing conceptual understanding over technical specifics. This approach is grounded in the belief that the educational journey of a sports professional must transcend traditional learning methods, fostering an environment where the body and movement are not only practiced but deeply understood through a phenomenological lens.

Our preliminary data wish to support the needs to enhance to the physical/corporeal experience as a pivotal element of educational practice by promoting a phenomenological grasp of sports performance and by recognizing technology's role as a supportive observer in the athlete's performance interpretation.

Keywords:

Technology, sport sciences, performance, education, bachelor degree.