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Findings show greater use of tools such as audio players and computers, while other tools see lower uptake.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/gadgets-in-the-gymnasium-physical-educators-use-of-digital-technologies/598019/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/gadgets-in-the-gymnasium-physical-educators-use-of-digital-technologies/598019.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research design was used to study physical educators’ use of digital technologies?","Question",{"text":63,"@type":64},"The study used a mixed-methods design, combining survey participants (n=206) with focus group participants (n=12).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which digital technologies were reported as used more often than others?",{"text":68,"@type":64},"The results suggest that some technologies are used more, such as audio players and computers, compared with tools like Dartfish and iTouch.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors enable or limit physical educators’ use of digital technologies?",{"text":72,"@type":64},"The study identified external barriers such as limitations in time, expertise, and resources, and internal barriers such as teacher beliefs and established pedagogy.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598019,1792210341,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Gadgets in the Gymnasium: Physical Educators’ Use of Digital Technologies Les gadgets au gymnase : l’utilisation des technologies numériques par lesenseignants en éducation physique  \nDaniel B. Robinson, Faculty of Education, St. Francis Xavier University Lynn Randall, Faculty of Education, University of New Brunswick  \nAbstract  \nThis article highlights results from a recent study that investigated Atlantic Canadian physical educators’ adoption and implementation of various digital technologies. Employing a mixed-methods research design (survey participants, n = 206; focus group participants, n = 12), the research intended to provide a clear overview of physical educators’ implementation of digital technologies—as well as an account of the factors that may enable or limit their use. Results suggest that some digital technologies are used more (e.g., audio players, computers) than others (e.g., Dartfish, iTouch). Moreover, a number of external barriers (limitations in time, expertise, resources) and internal barriers (teacher beliefs, established pedagogy) were identified. In light of these results, a number of observations and comments are offered. Results from this research might be of particular interest to those engaged with physical education and technology implementation.  \nRésumé  \nCet article souligne les résultats d’une étude récente qui s’est penchée sur l’adoption et lamise en application de diverses technologies numériques par les moniteurs d’éducation physique du Canada atlantique. À l’aide d’un modèle de recherche faisant appel à des méthodes mixtes (participants au sondage, n = 206; participants au groupe de discussion, n = 12), l’étude entendait fournir un survol limpide de la mise en œuvre des technologies numériques par les enseignants en éducation physique, ainsi qu’un compte-rendu des facteurs qui peuvent permettre ou limiter cet usage. Les résultats suggèrent que certaines technologies numériques sont plus utilisées (p. ex. lecteurs audio et ordinateurs) que d’autres (p. ex. Dartfish, iTouch) . De plus, un certain nombre d’obstacles externes (des limites relatives au temps, à l’expertise, aux ressources) et internes (croyances des enseignants, pédagogie établie) ont été repérés. À la lumière de cesrésultats, nous offrons certaines observations et des commentaires. Les résultats de ces recherches peuvent être intéressants pour les personnes qui s’occupent de l’éducation physique et de la mise en application des technologies.  \nIntroduction  \nFor many years, a small number of simple electronic technologies enjoyed a presence within Canadian physical education programs. Some examples included stereos with analog record players and, following that, cassette players. More recently, these now-dated technologies have largely been replaced by smaller and more user-friendly digital technologies such as compact disc (CD) players and MP3 players (especially iPods) . Moreover, additional digital technologies have been gaining popularity within physical education. For instance, consider the now-familiar use of computers and tablets (especially iPads and SmartBoards), movement-based gaming technologies (e.g., Nintendo Wii, Just Dance), fitness trackers (e.g., heart rate monitors, pedometers, Fitbits, accelerometers, applications [MyFitnessPal]), video analysis software and applications (e.g., Dartfish, Coach’s Eye), as well as a number of other applications related to physical education. The utilization of newly developed hardware and software (programs and applications) within physical education programs is, seemingly, becoming more promising and common.  \nCertainly, there are many opportunities for physical educators to adopt and implement digital technologies in their programs. However, despite the potential possibilities, many physical educators are unconvinced of their benefit, hence adoption has been slow by some (Thomas & Stratton, 2006; Wyant, Jones, & Bulger, 2015) . Still, given the burgeoning popularity, and ","cbCaiitGUgdayKU9","https://ap.wps.com/l/cbCaiitGUgdayKU9","pdf",640538,21,"English","# Introduction\n## Popular Digital Technologies in Physical Education\n## Digital Technologies: Adoption and Implementation\n## Barriers and Enablers\n## Observations and Implications","[{\"question\":\"What research design was used to study physical educators’ use of digital technologies?\",\"answer\":\"The study used a mixed-methods design, combining survey participants (n=206) with focus group participants (n=12).\"},{\"question\":\"Which digital technologies were reported as used more often than others?\",\"answer\":\"The results suggest that some technologies are used more, such as audio players and computers, compared with tools like Dartfish and iTouch.\"},{\"question\":\"What factors enable or limit physical educators’ use of digital technologies?\",\"answer\":\"The study identified external barriers such as limitations in time, expertise, and resources, and internal barriers such as teacher beliefs and established pedagogy.\"}]","Gadgets in the Gymnasium - Physical Educators’ Use of Digital Technologies | PDF",1792086148,53]