Abstract
The study presents the results from a pilot project in which 360˚ videos were utilized for teaching students basic volleyball skills. The target group was thirty-six, eleven-to-twelve years-old primary school students, divided into two groups: the first was taught conventionally and the second using apps in which 360˚ videos were embedded. The project lasted for six two-teaching-hour sessions (three for each method), and data were collected using observation sheets and a questionnaire for recording students’ views regarding their experience. The data analysis confirmed that, compared with conventional teaching, 360˚ videos allowed students to perform better the skills that were examined. The participating students also thought that by viewing 360˚ videos they were more motivated to learn and that their experience was an enjoyable one. On the other hand, students did not consider the 360˚ videos as being useful in their learning. Given the lack of research in this field, the findings provide an initial indication of 360˚ videos’ potential in Physical Education. Then again, the results also point to the need of finding more innovative methods for integrating 360˚ videos in everyday teaching.
Highlights
Physical Education (PE) is a learning subject that differs significantly from all others, as its main objective is the engagement of students in physical activities
The data analysis we presented in the preceding section confirmed our main research hypothesis, namely, that 360o videos are more effective in teaching primary school students volleyball skills compared to conventional teaching
The importance of PE is emphasized, given that active participation in physical activities has become a necessity. This highlights the need of finding innovative methods that can effectively facilitate the acquisition of the relevant knowledge and skills, including the ones related to team sports
Summary
Physical Education (PE) is a learning subject that differs significantly from all others, as its main objective is the engagement of students in physical activities. That is because students’ participation in team sports allows them to become physically fit and to develop their motor and social skills (Kelly & Melograno, 2014). The role of PE teachers is quite complex, as they are called to carefully design and organize their courses in order to achieve the effective transmission of knowledge/skills and create a pleasant climate that motivates students to participate in the activities, even the ones of increased weight, integration problems, and low self-esteem (Greek Ministry of Education, 2016). The process of learning sports related motor skills and techniques has been the subject of numerous studies; many, often conflicting, opinions and theories were tested and eventually adopted or disapproved according to their results. What is widely accepted is that it is not enough for a PE teacher to give some instructions for performing
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