Abstract:

The use of mobile devices and other information and communication technologies (ICT) in physical education (PE) has the potential to increase the effectiveness of PE classes by utilising ICT benefits such as easy access to images, videos and other resources; ability to easily explain complex information and motor skills; creating more interactive classes and expanding communication with students after PE classes. It is important that every implementation of ICT in PE classes be conducted effectively and efficiently. Taking too long for set-up or implementing ICT without proper training and experience can have a negative impact on PE classes’ outcomes and student satisfaction. The aim of the present study is to explore the possibilities of using mobile application in PE classes and its effects on students’ attitudes towards PE. A sample of 99 students (mean age 13.48 ±0.61 years, 51.5% male) were included in the study and divided into control and experimental groups. A mobile application for personal trainers adapted for use in PE was used to deliver a 6-week intervention. The content of the intervention was developed by PE teacher and followed the current PE curriculum. The effects of intervention were assessed using the Croatian version of Attitudes towards Physical Activity Scale (APAS). After initial principal components analysis (PCA) 19 of 58 items were deleted from further analysis because of failure to meet inclusion criteria. Final PCA was run on 39 items. The five-component solution explained 57.32% of the total variance. A Varimax orthogonal rotation was employed to aid interpretability and achieve a simple structure. After interpretation of the data five components were identified as Physical Self-Concept, Importance of Physical Activity, Learning with ICT, PA Benefits to Holistic Health and Physical Self-Efficacy. An ANCOVA was performed to determine the effect of the experimental program on post-intervention scores. After controlling for pre-intervention scores, gender, age and body mass index, there were no statistically significant differences in Physical Self-Concept, F(1, 85) = 3.517, p = .064, η2 = .040, Importance of Physical Activity, F(1, 85) = 2.480, p = .119, η2 = .028, Learning with ICT, F(1, 85) = .258, p = .613, η2 = .003, PA Benefits to Holistic Health, F(1, 85) = .013, p = .910, η2 = .000 or Physical Self-Efficacy, F(1, 85) = 1.335, p = .251, η2 = .015 post-intervention scores. The results of the present study showed no negative effect on students’ attitudes towards PE following a 6-week implementation of ICT. On the other hand, the mobile application allowed PE teachers to provide customised content based on students’ preferences, monitor student progress and address healthy living habits and lifestyle choices.

Keywords:

Mobile ICT, technology, smartphone, elementary school.