Using a Structured Interactive Peer-to-Peer Video Tool to Facilitate Learning in Development Level Speed Skaters

Abstract. Speed skating is a sport that emphasizes individual competition. However, within the learning process, feedback is critically important to improving performance. In peer-to-peer (P2P) learning, students interact with one another to provide opportunities to teach and be taught. This pilot study used a structured, interactive video tool and mobile application called Move Improve® (MI) to introduce the peer-to-peer concept in development level athletes learning a Basic position in speed skating. Eleven athletes were asked to work with peers to film each other conducting the movement. Using MI on an iPad, pairs viewed a model performance, then video recorded each other, and finally discussed and assessed their performances. Peer results were then compared to a coach’s assessment of the performances using the same application. The athletes also filled in a questionnaire outlining their thoughts and experience. Results showed a significant improvement in performance pre to post. Coaches-rated performances were significantly lower than the peer evaluations on the post evaluation. Most (nine) participants found the process to be positive. Respondents liked the ability to compare themselves with an individual who was conducting the skill correctly. The coach’s assessments were lower than the peer evaluations, which indicates that the coach was more critical of the performance. A comparison of skater and coach evaluation frequencies provides insight into the pattern differences. Results from this pilot study suggest that incorporating P2P learning with structured video evaluation can become an important component for the development of speed skaters.

Nature and Quality of Interactions Between Elementary School Children Using Video-Modeling and Peer-to-Peer Evaluation with and Without Structured Video Feedback

Purpose: To examine the nature and quality of interactions between 24 students (9 male, 15 female) in an Alberta elementary physical education class using video-modeling and three different peer-to-peer (P2P) evaluation methods. Nature of interaction was determined by the duration of interaction (total, on-task time, off-task time, neutral), the type of comments (positive, constructive, negative), and quality of interaction by the category of feedback (4 categories) from both the evaluators and performers. This study compared structured paper evaluation (SP), unstructured video evaluation using the video feature on iPads (UV), and structured video evaluation using a prototype app on the iPad (SV). The SV condition provided statistically significant results for evaluator on-task, evaluator off-task, and performer on-task, along with increased positive comments from evaluators. The SP condition had significantly more depth of feedback. This study concludes that the use of SV to deliver feedback in a P2P learning environment has the potential to improve the nature of feedback during peer evaluations.

Learning Table Tennis Using Structured Video on iPads Incorporating Peer to Peer Evaluation

Abstract. Eighteen elementary school students in grade 6 were instructed in learning table tennis using a structured iPad application that was developed based on peer to peer learning theory. Participants engaged in table tennis instruction over five sessions plus one session for pretesting and one session for post-testing of skills and attitudes. Six students were subsequently randomly chosen to participate in a focus group. The techniques were measured using a structured analysis approach which was subsequently tested for reliability. The purpose of this article is to discuss how specially designed, structured peer learning using iPads can be engaged to enhance students’ ability to evaluate each other, promote skill acquisition, improve attitudes towards participation, and illustrate how PE teachers can successfully and accurately model the integration of technology in the gymnasium.

30 Day Physical Activity Challenge for Kids Using Daily Self-Monitoring

The purpose of this research was to examine the effects of engaging children in a cooperative 30 day activity challenge that introduces them to physical activity concepts such as light, moderate, vigorous activity and the nature of physical activity (school based and non-school based activity). Two grade 4 classes from 1 school joined the study. Students participated in a variety of pursuits undertaken as an individual, with family members, or with peers.

These challenges were designed to increase the individual student’s awareness of and long term engagement in physical activity.

A Model for Implementation of Innovations for Teachers

Implementation of innovations for classroom use is a common requirement for educators. An understanding of change theory research and its relationship to implementing innovations is critical to facilitating adoption of innovations by teachers. After a careful analysis of the change literature and experience with implementing change programs, the authors developed a model for implementing innovations with teachers that considers the nature of change, the stages of change, and the interrelationships that occur during the stages of change.

This includes the adoption and re-invention during implementation of an innovation. The Helm-Katz Model also addresses issues such as drivers of change, willingness to participate, the role of the change agent, and the effect of complexity on intention.

The Use of Focus Group Methodology in Education: Some Theoretical and Practical Considerations

While often considered to be the domain of market research, focus groups are also a useful way for promoting an empowering, action-oriented form of research in education. Drawing upon recent reviews of focus group methodology and examples of how focus group interviews have been used by researchers and educators, this article provides practical recommendations for making focus groups an effective tool in education.

The Impact of Order of Performance on Peer-to-Peer Learning of a Lacrosse Ball Pick-Up Skill Through Video Analysis with University Students

Abstract. Video-based technological innovations have led to new approaches to acquiring and performing motor skills, including new ways of receiving and providing feedback on skill execution and technique (Palao et al. 2015). Receiving and providing feedback in peer-to-peer (P2P) learning situations has been shown to increase overall performance scores (Harney et al. 2017). Using a P2P mobile application, this study examined the impact that order of performance (perform or evaluate first) has on lacrosse ball pick-up scores in university students. Sixty students from a university in Western Canada participated in the study. After learning the basics of the skill, students selected partners and randomly chose who would go first (evaluator/performer). Each evaluator used an iPad with the Move Improve® (MI) application to video record the performer and then together they evaluated the performance. Roles were then reversed. Overall performance scores were calculated using the criteria located within MI. Order of performance had a significant impact on performance (p < .05). Students were also asked to anonymously provide their opinion of MI using a three-point scale: Keep, Drop, or Modify. Fifty-three out of 60 students submitted their feedback. Of those, 45 selected ‘Keep’, four marked ‘Modify’, and four chose ‘Drop’. Only a few students provided written feed-back, but all comments except one were positive. The results of the study suggest that by observing someone else perform the skill first and then evaluating the performance using a structured approach may improve one’s own performance. Using the P2P learning model with interactive video may provide cues that improve the understanding of complex motor skills acquisition. Future research is needed to identify which aspects of the P2P learning experience was most impactful for improving performance.

Peer-to-Peer Learning: The Impact of Order of Instruction on Learning Fundamental Movement Skills Through Video Analysis with Middle School Children

Purpose: Through video analysis, this paper explores the impact that order of performance has on middle school students’ performance of fundamental movement skills within a peer-to-peer learning model. Order of performance refers to the order in which a student performed a skill while paired up with a peer.

Method: Using a mobile application, Move Improve®, 18 students (eight males and 10 females) completed a standing jump and hollow body roll in partners assigned to order of performance (evaluator/performer). An independent samples t test was conducted to evaluate the differences in the mean scores between students who performed first and those who performed second for each skill.

Results: There was a significant difference in standing jump scores (p < .01), where students who performed second had a higher average score than their peers who went first. Although not statistically significant (p = .293), results for hollow body roll also showed a similar performance pattern for students who went second compared with those who performed first.

Conclusion: The order of performance within a peer-to-peer learning model may have a significant effect on performance scores for standing jump but not for hollow body roll. Reasons for the discrepancy may be due to a combination of skill familiarity, skill complexity, and training of observational learning.

Exergaming as an Alternative for Students Unmotivated to Participate in Regular Physical Education Classes

Active video games, or exergames, which require the physical movement of the participant's body, are being recognized as one possible solution to a diminishing interest in childhood physical activity. Exergaming extends beyond the home and arcade and into the education sector, where it is being used as part of the physical education (PE) curriculum. This study is a qualitative examination of two elementary school PE teachers' reflections of a six-week exergaming program with their fourth grade students. Through a phenomenological approach, semi-structured interviews were conducted, transcribed and analyzed. Analysis through Social Cognitive Theory revealed several themes including the value of exergaming, student motivation, tailoring needs, accountability, self-awareness and challenges with implementation. Teachers in the study reported that exergaming was a positive curricular option that was students enjoyed resulting in high levels of student engagement.

The variety of exergame activities provided a diverse learning experience that resulted in sustained engagement by the students. Student accountability appeared to help them focus on the task and enable them to make connections between their exergame movements and other movement activities. Challenges highlighted include the cost of the equipment, confidence in the use of technology and potential overuse. Future studies might consider investigating how teachers can objectively measure the connection between exergaming and student attitudes toward physical activity.

“You expect me to remember what?”: Knowledge Retention in Computer-based Training with Adult Learners

The goal of this investigation was to evaluate the impact of training and the effectiveness of different types of knowledge retention activities delivered by computer-based training (CBT) programs. This study focused on a computer-based learning system called the Profound Learning Delivery System (2005) (PLS). PLS is an application designed to improve knowledge retention in adult learners undertaking CBT. This study used a pretest-posttest experimental design to compare adult learners’ knowledge of Microsoft Outlook (Outlook, 1997) before and after a CBT session. Participants were trained using two different computer-based instructional programs: a commercially available software program matched for comparison purposes, and PLS.

This comparison involved three different formats for post-instruction retention activities that were: no review activities; user generated review activities; and, program generated retention activities. Results indicate that despite random assignment, there was a significant difference between the groups 60 days after training. This result demonstrated that PLS has potential worth exploring.

The Role of Technology in Coaching: Enhancing the Practice Through Education, Drills Databases, and Practice Planning

Every coach faces the daunting task of creating challenging lesson plans for their team every time they enter the venue. Computers have proven effective in the role of computer-assisted instruction, but there is little evidence to substantiate their effectiveness when used as a tool for coaches. Researchers and coaches at the University of Calgary, Sport Technology Research Centre have developed a model for interactive coaching which includes an education component on planning a practice, a drills database using actual videos of the drills, and a practice planner linked to the drills. An interactive CD-ROM on volleyball was developed using this model. The program includes over 400 full video drills, 250 educational practice notes, the ability to modify the drills, a glossary with 130 volleyball related terms, and a customizable practice planning tool. In order to assess the effectiveness of the program, 24 volleyball coaches at various competition levels were selected to attend a two-hour workshop to learn how to use the program.

Following the workshop, the coaches were asked to use the program in planning their daily practices. Pre- and post-workshop testing, consisted of questionnaires which evaluated coaches’ attitudes towards using computers in their planning, and the suitability of using technology-based tools in their coaching. This paper discusses the potential of technology tools in coaching, the general coaching/technology model, and the Interactive Volleyball CD-ROM as a practical example of the theoretical model. A preliminary analysis of the coaches’ attitudes toward the technology is included.