Abstract:

The Sports and Motor Science curricula are meticulously designed to provide the essential knowledge, skills and expertise for effectively educating both students and sports professionals. Research in didactic and teaching methods are dedicated to identifying new tools and strategies to enhance outcomes in sports training. While the integration of technological tools can offer significant benefits, it is crucial to critically evaluate their role, ensuring they complement rather than replace traditional teaching methods. We decided to propose to a cohort of Sport and Motor Science students a dedicated didactic experience. The main aim of this educational journey was to provide students with firsthand experience of the effectiveness of various didactic methods helping them to discern advantages and disadvantages of technological and analogical approach.

In a context of a cohort of Sports and Motor Science, students were involved in experiential learning practices in which they were invited to participate in two distinct types of reaction time exercises characterized by two different teaching modalities: the first approach involved technological tools (Blazepod), and the other traditional commands, thereby engaging the cognitive system. Following initial testing, students were divided into two groups, and in the final part of the curricular lesson, each group was invited to participate in a different training regimen.

After a four-week teaching/training period, the students were retested using the initial exercises. The results indicated a more significant improvement in reaction time among students who underwent traditional training. These results were used to make students understand that different modalities of training proposal, while supported by technology, could lead to different outcomes in sports performance. In this case, the data supported the understanding that technological support is not automatically a guarantee of better results but rather needs calibration and planning implementation. This experience fostered a level of reflection among the students, enabling them to identify the effective outcomes of the training.

Through participatory didactics, students gained firsthand experience that allowed them to comprehend the true essence of various training methods and methodologies. This experience highlighted the importance of personalizing physical activity, which must be continually analysed and considered to achieve enhanced results. While technology can be a valuable aid in sports and physical activities, coaches, educators, and teachers must take into account the limitations of the stimuli provided by these tools. It is of paramount importance that students and future professionals in Sports and Motor Science recognize the potential and limitations of technological tools. Technology should be viewed as a tool to enhance, not replace, traditional practices.

From a broader perspective, the incorporation of dedicated insights and feedback during training can significantly alter and improve the training outcome.

Keywords:

Sports and Motor Science, Didactic research, Technology.