Teachers' Perspectives on the Acceptability and Feasibility of Wearable Technology to Inform School-Based Physical Activity Practices.
Teachers' Perspectives on the Acceptability and Feasibility of Wearable Technology to Inform School-Based Physical Activity Practices.
复制标题
DOI：
10.3389/fspor.2021.777105
复制
发表时间：
2021
影响因子：
2.7
通讯作者：
Thompson D
中科院分区：
文献类型：
--
作者：
Wort GK;Wiltshire G;Peacock O;Sebire S;Daly-Smith A;Thompson D
背景：许多儿童没有进行足够的身体活动，儿童之间存在着大量的身体活动不平等。除了作为教育者的主要作用外，教师通常被认为能够为促进体育活动的包容性愿景做出重要贡献。近年来，随着可穿戴技术在体育活动推广中的普及程度大幅提高，有必要更好地了解教师对使用此类设备的看法，以及它们产生的数据，以支持学校的体育活动推广。方法：对26名英国小学教师进行了半结构化访谈，探讨他们对儿童身体活动数据的反应以及他们对在上学期间使用可穿戴技术的看法。访谈讨论促进了启发式技术，参与者提出了图表说明儿童在学校的身体活动从二级可穿戴技术数据。访谈记录进行了主题分析。结果如下：大多数教师对使用专为学校使用而设计的可穿戴技术持积极态度，强调了潜在的好处和考虑因素。许多教师能够理解和批判性地解释数据显示不平等的体育活动模式内和学校之间。这些数据促使教师对可观察到的模式、情绪反应（特别是对不平等的反应）做出解释，并表达改变学校现状的动机。结论：这些研究结果表明，英国的小学教师愿意将测量儿童身体活动的可穿戴技术融入他们的实践中，并可以解释这些设备产生的数据。身体活动的视觉表现引起了强烈的反应，因此可以在与教师合作时作为一种有效的触发因素，为寻求解决校内身体活动不足和不平等问题的学校做法和政策提供信息。
Background: Many children are not engaging in sufficient physical activity and there are substantial between-children physical activity inequalities. In addition to their primary role as educators, teachers are often regarded as being well-placed to make vital contributions to inclusive visions of physical activity promotion. With the dramatic increase in popularity of wearable technologies for physical activity promotion in recent years, there is a need to better understand teachers' perspectives about using such devices, and the data they produce, to support physical activity promotion in schools. Method: Semi-structured interviews were conducted with 26 UK-based primary school teachers, exploring their responses to children's physical activity data and their views about using wearable technologies during the school day. Interview discussions were facilitated by an elicitation technique whereby participants were presented with graphs illustrating children's in-school physical activity obtained from secondary wearable technology data. Interview transcripts were thematically analyzed. Results: Most teachers spoke positively about the use of wearable technologies specifically designed for school use, highlighting potential benefits and considerations. Many teachers were able to understand and critically interpret data showing unequal physical activity patterns both within-and between-schools. Being presented with the data prompted teachers to provide explanations about observable patterns, emotional reactions—particularly about inequalities—and express motivations to change the current situations in schools. Conclusion: These findings suggest that primary school teachers in the UK are open to integrating wearable technology for measuring children's physical activity into their practices and can interpret the data produced by such devices. Visual representations of physical activity elicited strong responses and thus could be used when working with teachers as an effective trigger to inform school practices and policies seeking to address in-school physical inactivity and inequalities.
登录
查看更多内容
DOI：
10.1080/14635240.2019.1581641
发表时间：
2019-01-01
影响因子：
1
作者：
Kerner, Charlotte;Burrows, Adam;McGrane, Bronagh
通讯作者：
McGrane, Bronagh
影响因子：
2.9
作者：
Goodyear, Victoria A. c;Kerner, Charlotte;Quennerstedt, Mikael
通讯作者：
Quennerstedt, Mikael
DOI：
10.1186/s12966-020-0917-z
发表时间：
2020-02-07
影响因子：
8.7
作者：
Daly-Smith, Andy;Quarmby, Thomas;McKenna, Jim
通讯作者：
McKenna, Jim
影响因子：
4.5
作者：
Dudley, Dean A.;Cotton, Wayne G.;Winslade, Matthew
通讯作者：
Winslade, Matthew
影响因子：
7.6
作者：
de Looze, Margaretha;Elgar, Frank J.;Stevens, Gonneke W. J. M.
通讯作者：
Stevens, Gonneke W. J. M.