Blogs as a Teaching Tool in Physical Education: the Perception of Students

Joan Úbeda-Colomer

Joan Pere Molina Alventosa

*Corresponding author: Joan Úbeda-Colomer joan.ubeda-colomer@uv.es

Original Language

Cite this article

Úbeda-Colomer, J., & Molina Alventosa, J. P. (2016). Blogs as a Teaching Tool in Physical Education: the Perception of Students. Apunts. Educación Física y Deportes, 126, 37-45. https://doi.org/10.5672/apunts.2014-0983.es.(2016/4).126.04

28Visites

Abstract

This study investigates an innovation experience in physical education based on the use of an edublog. The aim of this paper is to analyze the perception of students regarding this teaching tool and its educational possibilities in this subject. The methodological approach was qualitative and the data was collected through personal essays written by students in which they assess the innovation experience carried out. These documents have been subjected to categorical content analysis through an inductive process. Our results show high satisfaction with the experience. The blog is defined by participants as an innovative teaching resource that is useful as a source of information and learning while allowing a more enjoyable and entertaining treatment of contents. The interest, appropriateness and importance of the topics covered are also highlighted by the students. In addition, they emphasize the blog’s ability to encourage independent and reflective learning, critical thinking and interaction with peers, as well as to improve writing skills and reasoning. The potential stated by students regarding the innovative experience carried out is in line with the existing literature and demonstrates the viability of the use of edublogs in physical education. The paper concludes by highlighting the usefulness of this tool to implement open and participative methodologies which enables the treatment of relevant theoretical content in our subject without reducing motor activity time.

Keywords: cooperative learning, edublogs, ICT, physical education.

ISSN: 1577-4015

Received: October 1, 2015

Accepted: May 17, 2016

Published: October 01, 2016