Professional Documents
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ETEC 500
Integrating wearable technologies into the TGFU curriculum: an action-research proposal
Shaun Pepper
University of British Columbia
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Problem statement
Currently, there is no action-research that helps guide educators in using currently
available wearable technology in the TGfU classroom. With wearable health and fitness
technology changing rapidly, it will be important that action-research exists to provide teachers
with the relevant and up to date information to inform their practices.
By documenting successs and failures of implementation of wearable devices in a TGfU
classroom, the study will provide foundational research that others in the PE field can build
upon.
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Research Method
Description of Research
The research being proposed is action research based on collecting qualitative data during
a teachers Grade 9 Physical Education classes. The teacher will document his experiences in
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Instruments
Three instruments will be used for collecting the qualitative data during the semester.
These instruments are meant to measure students engagement in using their wearable device in
the designed activities, students knowledge, and transfer of desired skills outside the classroom,.
Collection of Field notes for play and focus group interviews via video will use Appendix
C. Using video analysis of students to provide the descriptive notes and feedback (visual and
audio) on the live video to provide reflections of observed behaviour.
Student Questionnaires will be given as outlined by Appendix D. This is an attempt to
eliminate group bias that could arise in the focus group interviews. Students will provide answers
to questionnaires privately. This data will not be shared with peers and will be encouraged to be
given critical thought. So that the students do not falsely report their qualitative data, it will
explicitly be explained that negative feedback will not affect their mark. In fact it will be
encouraged to allow students critical voice and autonomy in their learning.
These data points will then be analyzed by the teacher and brought forward to monthly
meetings with other PE teachers who will offer their critical insight into the research by using
Appendix E.
Procedure
For the observational study with subjects under the age of 18 there is a sequential order
the researcher must follow. The following is a list of items that are required to conduct this study:
1. Approval from the Ethics Board at UBC.
2. Approval from administrators and other stakeholders in the teachers school.
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Schedule of Activities
To gain a better understanding a visual reference of when each of the instruments are
used to collect data and when classes will take place refer to appendix F.
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Discussion
Significance
This study will be conducted using the TGfU Model as a framework for discussion. The
TGfU model is becoming a widely recognized framework for Physical Educators to engage in
Critical Discourse about the profession in a way that is objective (Stolz & Pill, 2014). By using
this model, the author hopes to build on previous conversations, in Physical Education research,
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Butler, J. (2006). Curriculum constructions of ability: Enhancing learning through teaching
games for understanding (TGfU) as a curriculum model. Sport Education and Society, 11(3),
243-258. doi:10.1080/13573320600813408
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Butte, N. F., Ekelund, U., & Westerterp, K. R. (2012). Assessing physical activity using wearable
monitors: Measures of physical activity. Medicine and Science in Sports and Exercise,
44(1 Suppl 1), S5-S12. doi:10.1249/MSS.0b013e3182399c0e
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Gay, L.R., Mills, G.E., & Airasian, P.W. (2012). Educational research: Competencies for
analysis and application (10th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
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Juniu, S., Harris, J., & Hofer, M. (2012). Grounded technology integration: Physical education.
Learning & Leading with Technology, 40(2), 34.
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Lindsay, E. L. (2014). Effective teaching in physical education: The view from a variety of
trenches. Research Quarterly for Exercise and Sport, 85(1), 31-37. doi:
10.1080/02701367.2014.873330
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Mosier, B. (2014). Meeting PETE students in their world: Tracking physical activity through
technology. Journal of Physical Education, Recreation & Dance, 85(3), 46.
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Pate, R. R., Buchner, D. (2014). Implementing physical activity strategies: Put the national
physical activity plan into action with 42 proven programs. Champaign, IL: Human
Kinetics.
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Stolz, S. A., & Pill, S. (2014). A narrative approach to exploring TGfU-GS. Sport, Education and
Society, , 1-23. doi:10.1080/13573322.2014.890930
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Study Name: How can Physical Educators effectively integrate wearable technologies into the
TGFU curriculum?
Researchers: Shaun Pepper, Scott Creek Middle School Physical Education Teacher/University
of British Columbia (UBC) Researcher. Contact: shaunpepper@gmail.com or 604-653-9797.
What Participants Will Be Asked to Do in the Research: Students will be asked to fill out
surveys, participate in videotaped instruction and play, and participate in small class focus group
interviews with their teacher.
Risks and Discomforts: We do not foresee any risks or discomfort from your participation in the
research.
Benefits of the Research and Benefits to You: This research is trying to provide resources for
physical educators in Canada and internationally. By participating in this research, you will learn
and understand how to use wearable technology efficiently and effectively, while allowing the
researchers to improve teaching and program delivery so that learning is optimized for student
needs and teacher outcomes.
Voluntary Participation: Your participation in the study is completely voluntary and you may
choose to stop participating at any time. Your decision not to volunteer will not influence the
nature of your relationship with Scott Creek Middle School or UBC either now, or in the future.
Withdrawal from the Study: You can stop participating in the study at any time, for any
reason, if you so decide. Your decision to stop participating, or to refuse to answer particular
questions, will not affect your relationship with the researchers, UBC, Scott Creek Middle
School, or any other group associated with this project. In the event you withdraw from the
study, all associated data collected will be immediately destroyed wherever possible.
Confidentiality: All information you supply during the research will be held in confidence and
unless you specifically indicate your consent, your name will not appear in any report or
publication of the research. The data will be collected by videotaped interviews/gameplay and
written questionnaires. Your data will be safely stored in a locked facility and stored on private
servers. Only research staff will have access to this information. The data will be kept in archive
on the private server for other research staff and will be destroyed in 5 years time.
Confidentiality will be provided to the fullest extent possible by law.
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Legal Rights and Signatures:
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I
, consent to participate in How can Physical Educators effectively
integrate wearable technologies into the TGFU curriculum? conducted by Shaun Pepper. I have
understood the nature of this project and I wish to participate. I am not waiving any of my legal
rights by signing this form. My signature below indicates my consent.
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Signature
Participant
Date
Signature
Parental Guardian
Date
Signature
Principal Investigator
Date
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Note. Adapted from York University, 2009.
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Setting:
Focus Group Observed:
Observation #:
Observer Involvement:
TGFU Objective:
Wearable Technology Task:
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Date/ Time:
Place:
Duration of Observation (Start/End times):
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Observation
ex: 1:05
!Note. Adapted from Gay, L.R., Mills, G.E., & Airasian, P.W. (2012). Educational research: Competencies
for analysis and application (10th ed.). p.385. Upper Saddle River, NJ: Merrill Prentice Hall.
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Student Questionnaire
Below is a list of skills that Mr. Pepper would like to transfer in the classroom. Put a check
in front of each skill you think you will be able to do autonomously (by yourself)
_ calibrate wearable devices provided by the school.
_ calibrate your own wearable device.
_ download wearable data into the computer
_ analyze wearable data
_ provide suggestions for increasing or decreasing level of physical activity.
_ provide suggestion for increasing or decreasing physical activity while participating in TGfU
small sided game principles.
The following are a number of statements describing your focus groups use of wearable
technology in the classroom. Read each statement and circle whether you strongly agree
(SA), agree (A), are uncertain (U), disagree (D), or strongly disagree (SD).
SA A U D SD
SA A U D SD
4. ask deep and rich questions to the teacher during focus group
interviews
SA A U D SD
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5. Regarding your wearable device, describe some skills that you would like to learn, but have
not been included thus far in the classroom?
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6. Do you use your wearable device outside of the classroom? if so, what do you use it for?
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Other comments:
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Note. Adapted from Gay, L.R., Mills, G.E., & Airasian, P.W. (2012). Educational research:
Competencies for analysis and application (10th ed.). p.385. Upper Saddle River, NJ: Merrill
Prentice Hall.
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Monthly Board Review Meetings Agenda and Questions
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Name of Secretary:
Committee Members Present:
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Possible Topics for Discussion (from teacher analysis of collected data):
1.
2.
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5.
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Minutes:
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Topic of Discussion
(What)
Impact on the
research (So What)
Suggestions (Now
What)
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