A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0

Oct 15, 2026

There has been a steady rise in enrolments in teacher education delivered through online and external modes, intensifying debate about the theory–practice nexus and whether pre-service teachers can engage effectively with practical learning via digital platforms. This paper examines the potential and feasibility of using GoPro video technology to support online delivery of practical physical education classes. Qualitative data collected after the semester reports generalist PST perceptions and implementation considerations, informing future online practical PE planning by teacher education providers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Simulation pedagogy in practical physical education

Prior simulated learning platforms

Video capture for simulated learning experiences

Australian Journal of Teacher Education | Volume 42 | Issue 1 | Article 6 | | --- | --- | 2017 A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0 Brendon P. Hyndman School of Education, Southern Cross University (SCU), [brendon.hyndman@scu.edu.au](brendon.hyndman@scu.edu.au) Recommended Citation Hyndman, B. P. (2017). A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0. Australian Journal of Teacher Education, 42 (1). [http://dx.doi.org/10.14221/ajte.2017v42n1.6](http://dx.doi.org/10.14221/ajte.2017v42n1.6) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol42/iss1/6](http://ro.ecu.edu.au/ajte/vol42/iss1/6) Australian Journal of Teacher Education A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0 Brendon Hyndman Southern Cross University Abstract: There has been a continuous increase in enrolments within teacher education programs in recent years delivered via online and external modes. Such levels of enrolment have raised discussion around the theory-practice nexus and whether pre-service teachers (PSTs) can optimally engage with practical learning components via online platforms. This paper provides insight into the potential and feasibility of using GoPro video technology as an innovation in online teacher education delivery of practical physical education (PE) classes. Upon completion of the university semester, qualitative data was collected detailing the generalist PSTs’perceptions relating to the potential of using GoPro video footage to capture practical PE classes. Field note observations also documented implementation considerations for integrating GoPro technology into practical PE lessons. The findings from the GoPro trial provide valuable insight for teacher education providers for future planning and delivery of university practical PE classes online. Introduction There are approximately 165 million people enrolled in higher education study worldwide (Marope, Wells, & Hazelkorn, 2013) which is predicted to increase by another 98 million enrolments over the next 10 years (Maslen, 2012) . With such an expanding higher education market, universities are continuously implementing strategies to optimally educate such high enrolments by teaching effectively (Marope et al., 2013) . Entering higher education programs are students termed ‘Millenials’,‘NextGen’ers’,‘Digital natives’ or‘Generation Y’ of the next generation that were born after 1982 (Oblinger, 2004) . Such students have preferences towards using technology (Oblinger, 2004) as they were born when the personal computer was introduced; a high percentage of our society in the first world owns computers and immersion in digital media has been a natural part of their environment (Oblinger, 2004) . To accommodate such booming enrolments and to engage students that are‘digital natives’ universities are expanding their delivery of courses that are delivered online. Most students when they enrol in online learning classes are unable to attend oncampus classes or they are looking for learning ‘convenience’ and ‘flexibility’ (Garrison & Kanuka, 2004) . Not managed properly, students ’ learning online can have reduced social, academic and skill development opportunities compared to those learning via traditional faceto-face classes (Kim & Bonk, 2006) . As online courses become more popular, teachers are trying to find new ways to incorporate learning resources and forms of learning support into their classes (Kim & Bonk, 2006) . Although opportunities for teachers and students to interact is present within online courses, an online education environment has greater limitation in reproducing the same depth of interactions that occur face-to-face, especia

FAQs

Why does the article focus on online teacher education and practical PE?

It addresses growing online enrolments and the concern that online environments may limit the depth of interactions and practical skill development compared with face-to-face classes.

What technology does the paper evaluate for practical physical education online?

It evaluates the use of GoPro video technology as an innovation to help engage generalist pre-service teachers with practical physical education classes online.

How were data and implementation considerations collected in the GoPro trial?

After the university semester, qualitative data captured generalist PSTs’ perceptions of using GoPro footage, and field note observations documented considerations for integrating GoPro into practical PE lessons.

Oct 15, 2026

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