Contemporary Uses of Technology in K-12 Physical Education

Policy, Practice, and Advocacy

Edited by:
Steve Sanders, University of South Florida
Lisa Witherspoon, University of South Florida

A volume in the series: Educational Policy in the 21st Century: Opportunities, Challenges and Solutions. Editor(s): Bruce Anthony Jones, University of Houston.

Published 2013

What do teachers, principals, school administrators, superintendents, state policy makers, and parents need to know about the growing trend to use technology in physical activity environments? How can technology be used to increase not only fitness levels but academic learning in today’s youth? How can kids benefit from increased use of technology in physical education? These questions and others are answered in this volume of the series Educational Policy in the 21st Century: Opportunities, Challenges, and Solutions.

An entire generation is growing up without the benefits of daily physical activity. The daily experiences of our children are centered on the use of technology driven, mostly sedentary, activities. Technology should be considered a viable tool that can increase physical activity levels when implemented effectively. The lack of contemporary programs and strategies that motivate participants to want to participate daily in physical activity has created a culture of inactivity and obesity and is having a profound effect on the physical health and academic learning potential of today’s youth.

In this volume the authors suggest current trends and explore the enormous potential of technology in motivating youth to commit to daily physical activity. Authors detail contemporary programs, teaching strategies and contemporary technologies beginning to be used in schools across the country, and suggest policies, directions, and cost considerations for implementing technology based learning in physical activity and physical education settings.

Series Foreword, Bruce A. Jones. Foreword, Steve Sanders and Lisa Witherspoon. Welcome to the “iGeneration”: Implications for Children’s Technology Use on Physical Education and Childhood Obesity Prevention, Derrick Mears. Emerging Perspectives on Learning and Technology in Physical Education: Policy Implications, Mary C. Herring, Patricia L. Geadelmann, Christopher R. Edginton and Ming-Kai Chin. Ecology Policy for Educational Technology, Vonzell Agosto and Anthony Rolle. Active Gaming, Lisa Witherspoon. Physical Outcomes of Video Gaming, John T. Foley and Cathy MacDonald. Physical Activity Monitoring Devices: Types, Policies, Guidelines and Recommendations, Derrick Mears. Using Advanced Mobile Devices to Promote Physical Activity and Fight Obesity, Matthew Cummiskey. Promoting Physical Education and Health Education Activity through Technology and Social Media, M. Jay Polsgrove, Renee Frimming, and Glenna Bower. Teaching and Preparing Physical Education Teachers to Use Technology, Randall Nichols and Joanne Leight. Using Technology to Enhance Accountability in Teaching and Learning and Healthy Lifestyle Development, Thomas J. Loughrey and Laura R. Beckmann. Transforming Teacher Education in the Virtual World: Virtual Internship Experiences in Physical Education, Sara B. Flory, Stephen Sanders, Tom Watterson, and Leslie Williams. Policy Implications and Future Directions for Use of Technology in Physical Education, Steve Sanders and Lisa Witherspoon. About the Editors. About the Contributors.

"...the text is a must-read for teacher educators, future teachers, school administrators, and physical education teachers. Those already familiar with and committed to the use of technology in physical education and activity environments will learn how to further promote its integration and those less familiar will learn about the many new and exciting technologies that are available along with helpful techniques for successfully implementing it during instruction. Most useful to readers are the simple and easy to understand descriptions of various forms of technology, interesting case studies, common challenges, detailed accounting of programs that have successfully integrated technology into classes, and policy considerations. " Kim C. Graber University of Illinois in Global Journal of Health and Physical Education Pedagogy