ABSTRACT

Background: The use of digital technology in physical education (PE) is widely debated. PE is influenced by children’s everyday lives and by changes in society, including the powerful presence of digital technology. However, there is little research on using digital technology in the context of invasion games in primary school PE. The possibility of combining video tagging and the didactic-methodical staging of PE to cover the content of football is investigated in the present study.

Purpose: The study aims to (1) investigate student’s perspectives of the emerging role of a camera child (video tagger), and (2) assess how students interact with video products created in a game-based football approach in primary school PE. The focus is on the communication and interaction processes among students. Processes of movement education, general education and media education are all of interest.

Method: In six Grade 4 classes in Germany, a football unit was taught over three lessons of 90 min each using the Teaching Games for Understanding method, preceded by one 90-minute media education lesson on various media pedagogical topics. In the lessons, the students were divided into teams of four and presented with football in the context of three-versus-three games. The fourth child on each team took on the camera-child role and tagged important game situations with an app on a tablet. The lessons were then evaluated based on the research approach of focusing on the students’ perspectives. For this purpose, 104 guided interviews with students were conducted and analysed using grounded theory.

Findings: Based on the interview analysis, the phenomena that students experienced when using tablets were classified as: (1) ambivalent position of the camera child (with the subcategories of the camera child’s limited influence on the game and limiting and facilitating phenomena for the camera-child role), and (2) conserved and stored movements (with the subcategories of media-supported conflict management and slow-motion distorting reality). The results showed that physical activity was more important to students than using tablets.

Conclusion: The use of digital media offers a greater variety of methods and allows children new and expanded access to invasion games like football. In the process, (sports) pedagogical and didactic goals also change and are expanded to include media pedagogical aims. Social learning is also important in this context. In orchestrating digitally enhanced instruction, new opportunities open up in terms of learning and experiencing movement and learning about media and the media products created.

摘要

背景：数字技术在体育教育 (PE) 中的使用引起了广泛的争议。体育运动受到儿童日常生活和社会变化的影响，包括数字技术的强大存在。然而，目前关于在小学体育入侵游戏中运用数字技术的研究还很少。本研究探讨了将视频标签与体育教学方法分期相结合以覆盖足球内容的可能性。

目的：本研究旨在 (1) 调查学生对摄像儿童（视频标记者）这一新兴角色的看法，以及 (2) 评估学生如何与小学体育中基于游戏的足球方法创建的视频产品互动。重点是学生之间的沟通和互动过程。运动教育、通识教育和媒体教育的过程都很有趣。

方法：在德国的 6 个 4 年级班级中，使用“理解游戏教学法”对一个足球单元进行了 3 节课，每节课 90 分钟，之后是关于各种媒体教学主题的 90 分钟媒体教育课。在课程中，学生们被分成四人一组，并以三对三的方式进行足球比赛。每队的第四个孩子担任摄像孩子的角色，并使用平板电脑上的应用程序标记重要的比赛场景。然后根据关注学生观点的研究方法对课程进行评估。为此，我们利用扎根理论对学生进行了 104 次引导性访谈并进行了分析。

调查结果：根据访谈分析，学生在使用平板电脑时经历的现象分为：(1) 摄像机儿童的矛盾立场（子类别为摄像机儿童对游戏的影响有限以及限制和促进摄像机的现象） -儿童角色），以及（2）保守和储存的运动（包括媒体支持的冲突管理和慢动作扭曲现实的子类别）。结果表明，对于学生来说，体育活动比使用平板电脑更重要。

结论：数字媒体的使用提供了更多样的方法，让孩子们能够以新的方式接触足球等入侵游戏。在此过程中，（体育）教学目标也发生变化并扩展到包括媒体教学目标。在这种情况下，社会学习也很重要。在编排数字增强教学时，在学习和体验运动以及了解媒体和所创建的媒体产品方面开辟了新的机会。