Matching Items (2)
Description
Informed by Behavioral Ecological Model (BEM), Technological Pedagogical Content Knowledge (TPACK) framework, and Model for Learning With Digital Video, this project assessed: (a) the effects of mobile application (App) technology on students’ skill and game play development during a badminton sport education season and (b) a physical education teacher and students’ perceptions about the use of the App technology. Two eighth grade classes participated in the study (the teacher only used the App in Class A; students used the App in Class B). The Poole forehand overhead clear shot skill test, game performance assessment instrument (GPAI), and opportunity to respond (OTR) observation tool were used to measure skill development and game improvement in the first study. Students’ practices and game play performance were recorded. Critical incident sheets, the teacher’s daily reflections, and interviews with the teacher were used in second study. In the first study, students in both intervention classes, regardless of the App use condition (i.e., teacher vs students), improved in the clear shot skill, tactical dimensions of their game performance (i.e., skill execution, decision-making, and base position), and opportunities to respond rates (i.e., success and acceptability). In the second study, there was evidence that a physical education teacher can effectively integrate the use of a motion analysis App and complement his instructional skills during regular instruction in a middle school badminton context. Also, it was evident that the App provided students with active learning opportunities through instant feedback on skill and game performance. Further research on the use of such App technologies should focus on: (a) how the App technology can be innovative to foster student learning in game play in Physical Education settings and (b) how teachers understand the use of technology along with their pedagogical skills.
ContributorsYu, Hyeonho (Author) / Van Der Mars, Hans (Thesis advisor) / Kulinna, Pamela H (Committee member) / Hastie, Peter A (Committee member) / Arizona State University (Publisher)
Created2020
Description
There is a growing necessity for learning opportunities that promote the development of soft skills among college students as they prepare to participate meaningfully in a global, knowledge-based world. Through conducting in-depth interviews with 9 peer-mentors with first, second, and third year levels of experience in Arizona State University’s LEAD mentoring program, this thesis seeks to understand the ways in which soft skill development is promoted through participation in a formal mentoring program. The LEAD mentoring program recruits mentors who have completed the LEAD program classes during their freshman year, are current ASU students in their sophomore year and above, and seek to support and guide other students. Findings reveal that peer-mentors gain a number of valuable soft skills through the mentoring experience: self-awareness, adaptability, teamwork and collaboration, and verbal communication. Additionally, students increased their self-efficacy and ability to seek support. Given these benefits, higher education institutions should seek to increase access to mentoring opportunities. Mentoring programs provide a powerful avenue by which to increase student success, improve inclusivity on campus, and advance justice and social transformation in an increasingly globalized world.
ContributorsHurlburt, Margret Leigh-Kathryn (Author) / Martin, Nathan D. (Thesis advisor) / Vawter, Katherine (Committee member) / Theisen-Homer, Victoria (Committee member) / Arizona State University (Publisher)
Created2020