Changes in healthy lifestyle habits and teachers’ digital competencies following a Technology-Mediated Physical Education intervention
DOI:
https://doi.org/10.47197/retos.v80.118690Keywords:
Teacher digital competences , physical education, healthy lifestyle habits , information and communication technologies (ICT), educational interventionAbstract
Introduction: The integration of digital educational resources in physical education represents an opportunity to strengthen teaching and learning processes, as well as to promote healthy lifestyle habits and the development of teachers’ digital competences.
Objective: To analyse changes in the healthy lifestyle habits of upper secondary students and in the digital competences of a physical education teacher following the implementation of teaching strategies mediated by information and communication technologies in an educational institution.
Methodology: A study was conducted using a quantitative approach and a pre-experimental pretest–posttest design with a single group, complemented by a case study. The sample consisted of 36 eleventh-grade students and one physical education teacher. The intervention lasted four weeks and included theoretical, practical and collaborative activities mediated by digital educational resources. Data were collected using a healthy lifestyle habits questionnaire and a teacher digital competence assessment instrument at two measurement points.
Results: Significant differences were found between pretest and posttest in healthy lifestyle habits, both in their theoretical and practical components (p < .001), with large effect sizes (r > 0.80). In the teacher, improvements were observed across all dimensions of digital competence, with progressions towards integrative and innovative levels.
Conclusions: The implementation of teaching strategies mediated by digital educational resources is associated with positive changes in students’ healthy lifestyle habits and in the development of teachers’ digital competences.
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