Academic journal article Journal of Physical Education and Sport

School Sport Facing Digitalisation: A Brief Conceptual Review on a Strategy to Teach and Promote Media Competence Transferred to Physical Education

Academic journal article Journal of Physical Education and Sport

School Sport Facing Digitalisation: A Brief Conceptual Review on a Strategy to Teach and Promote Media Competence Transferred to Physical Education

Article excerpt

Introduction

Todays' digital impact on society (re)shapes our everyday lives, including our work and education. Enjoying the chances but facing the challenges of a mobile internet accessibility (e.g. smartphones, tablets) and its concomitant 'being-always-on' habituation, practical teaching and learning strategies are of utterly importance, in particular for our pupils in school. The educational mandate and responsibility of schools in Germany claims to enable pupils to conscientiously partake in the social, economic, professional, cultural and political life (MfSuW NRW, 2005). Consequently, the teaching and promoting of media competences need to become an essential part of the learning culture in schools.

In 2016, the German Standing Conference of the Ministers of Education and Cultural Affairs presented 'Education in a digital world' as their strategy of action towards a future-oriented education policy (KMK, 2016). With this, the teaching of media competences in accordance to a media competency framework as well as the integration of a digital learning process into the teaching form key objectives for schools' education. These key objectives, however, are often not part of a superordinate curriculum but are rather planned as integrative elements within each school subjects' core curriculum. Yet, the core curriculum for physical education as well as the framework for school sport in e.g. North Rhine-Westphalia (Germanys' most populous federal state with nearly 2.48 million pupils; MSB NRW, 2018) remained untouched to date. Although first practical approaches on a 'digital physical education' have been suggested (André, 2018; Hebbel-Seeger et al., 2014; Veit, 2015), the integration of a digitalisation in physical education may be considered as insignificant so far (i.e., digital teaching and learning concept for physical education). Previously having stated a reason for this, Kretschmann (2010) discussed an ambivalent relation of physical education and media consumption itself (i.e., inactivity vs. activity). Additionally, this may result from a rather exceptional role of physical education compared to other school subjects (e.g. classroom vs. gym management; Opperman, 2018).

Therefore, this brief conceptual review aims to present teaching approaches on media competences in physical education, according to the media competency framework of North Rhine-Westphalia (Medienberatung NRW 2018a) that refers to the 'Education in a digital world' strategy (KMK, 2016). Further, this conceptual review is to meet a rather lack of international literature and to provide physical education teachers with a potential substructure in order to adapt school-internal physical education curricula. For that matter, practical ideas will also be suggested. The main focus, however, lies on an analytical linking between given school sport guidelines, the promotion of media competence and its resulting approaches in teaching, respectively.

Procedure on promoting media competence as a new educational mandate for schools

Within the teaching and educational frameworks of Germany's federal states, competences to actively and self-determinedly partake in a digital world are implicated, commencing primary schools. This, however, is not implemented in a single school subjects' curriculum but is meant to be an integrative part of all school subjects' curricula (i.e., cross-sectional). Accordingly, each school subject allows for specific access to media competences and the digital world by means of its own factual connections and contexts of action; thus, acquiring specific as well as fundamental media competences for a digital world. Eventually, the experiencing of and learning to deal with media (similar to reading and writing) will be multifarious (KMK, 2016).

This brief conceptual review refers to the media competency framework of North Rhine-Westphalia (Medienberatung NRW, 2018a) and its defined six overall media competences (Fig. …

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