e.lopezvillalba2@edu.gva.es

Máster en Profesorado de Educación Secundaria

Especialidad de Educación Física (Universidad de Valencia)

Grado de Maestro en Educación Primaria

Especialidad de Educación Física (Universidad de Valencia)

Profesor especialista de Educación Física en Educación Secundaria

y Educación Primaria en Conselleria d'Educació, Valencia

Profesor especialista de Educación Física en Educación Secundaria

y Educación Primaria en Sociedad Cooperativa Hermes, Valencia (2020-2021)

Tutor de Trabajos de Fin de Máster

en Valencian International University, Valencia (2019-2020)

Monitor de Actividades Físico-Deportivas

en Universidad Católica de Valencia (UCV), Valencia

(España)

Reception: 01/25/2024 - Acceptance: 07/04/2024

1st Review: 04/21/2024 - 2nd Review: 07/01/2024

Accessible document. Law N° 26.653. WCAG 2.0

Suggested reference: López Villalba, E. (2024). Use of Resources in Physical Education. Academic, Satisfaction and Ease of Use Analysis. Lecturas: Educación Física y Deportes, 29(315), 17-33. https://doi.org/10.46642/efd.v29i315.7445

 

Abstract

    The purpose was to develop an innovation in Physical Education (PE) through a quantitative approach that compared the use of text-based and media-based resources concerning academic performance, usability and satisfaction with the didactic unit, the methodology and the performance of the teacher. Following an experimental design, this research assigned upper-level high school participants (N=28) to text-based and media-based conditions. Measures of academic performance, usability and satisfaction were collected before and after the unit selected according to the correlational format. No significant differences were found regarding satisfaction (p = .65; p = .68) between conditions. Slightly significant differences were found regarding academic performance in both conditions (t = 91, p < .01; t = 105, p < .01). To add, media-based condition showed significant relationships related to teaching work satisfaction (rho = 0.67, p = .01) and usability (rho = 0.56, p = .04). The research concluded the no difference in satisfaction using media resources, but a slight increase in academic performance, an easy perception of media resources besides its high usability and a positive teaching work assessment due to the involvement of the figure.

    Keywords: Physical Education. Innovation. Teaching. Video. Blog.

 

Resumen

    El objetivo fue desarrollar una innovación en Educación Física (EF) a través de un enfoque cuantitativo y comparar el uso de recursos basados ​​en textos y medios de comunicación con respecto al rendimiento académico, la usabilidad y la satisfacción con la unidad didáctica, la metodología y el desempeño del docente. Siguiendo un diseño experimental, esta investigación asignó participantes de educación secundaria superior (N=28) en condiciones basadas de textos y medios de comunicación. Se recogieron medidas de rendimiento académico, usabilidad y satisfacción antes y después de la unidad seleccionada de acuerdo con el formato correlacional. No se encontraron diferencias significativas en relación a la satisfacción (p = 0,65; p = 0,68) entre las condiciones. Se encontraron ligeras diferencias significativas relativas al rendimiento académico en ambas condiciones (t = 91, p < 0,01; t = 105, p < 0,01). En suma, la condición basada en medios mostró relaciones significativas relacionadas con la satisfacción laboral docente (rho = 0,67, p = 0,01) y la usabilidad (rho = 0,56, p = 0,04). La investigación concluyó que no hubo diferencias en la satisfacción con el uso de los recursos mediáticos, pero sí un ligero aumento en el rendimiento académico, una fácil percepción de estos medios asociada a su alta usabilidad y una valoración positiva de la labor docente por la implicación de la figura.

    Palabras clave: Educación Física. Innovación. Enseñanza. Video. Blog.

 

Resumo

    O objetivo era desenvolver uma inovação na Educação Física (EF) através de uma abordagem quantitativa e comparar a utilização de recursos baseados em texto e em meios de comunicação no que diz respeito ao desempenho académico, à usabilidade e à satisfação com a unidade didática, à metodologia e ao desempenho do professor. Seguindo um modelo experimental, esta investigação colocou os participantes do ensino secundário (N=28) em condições baseadas em texto e em meios de comunicação. As medidas de desempenho académico, usabilidade e satisfação foram recolhidas antes e depois da unidade selecionada de acordo com o formato correlacional. Não foram encontradas diferenças significativas relativamente à satisfação (p = 0,65; p = 0,68) entre as condições. Foram encontradas ligeiras diferenças significativas em relação ao desempenho académico em ambas as condições (t = 91, p < 0,01; t = 105, p < 0,01). Em suma, a condição baseada nos media mostrou relações significativas relacionadas com a satisfação profissional dos professores (rho = 0,67, p = 0,01) e a usabilidade (rho = 0,56, p = 0,04). A investigação concluiu que não houve diferenças na satisfação com a utilização dos recursos mediáticos, mas houve um ligeiro aumento do desempenho académico, uma fácil percepção destes meios associada à sua elevada usabilidade e uma avaliação positiva do trabalho docente devido ao envolvimento da figura.

    Unitermos: Educação Física. Inovação. Ensino. Vídeo. Blog.

 

Lecturas: Educación Física y Deportes, Vol. 29, Núm. 315, Ago. (2024)

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Introduction 

 

    The current society is subject to constant change due to technological progress. These advances changed our society at an alarming rate. In this modern era, education is not exempt from this flexible reality and for the educational community, it is considered necessary to adapt to the technological world (Bauman, 2007; Fernández-Espínola, & Ladrón-de-Guevara, 2015). In this learning environment, it is no longer enough to use Information and Communication Technologies (ICT) as simple information transmitters. Teachers are faced with students that experience constant interactions in the classroom through new resources and the Internet (Leask, & Pachler, 2014). For this reason, an adaptation is required on the entire system. (Fernández-Espínola, & Ladrón-de-Guevara, 2015)

 

    Recent research corroborated the usefulness of ICTs in the classroom and more specifically in areas of practical knowledge as an instructional tool (Ventakesh et al., 2014). This instruction through digital resources promoted motivation and perception of usefulness due to its ease of access and updating. (O'Loughlin et al., 2013; Venkatesh et al., 2014; Bringman-Rodenbarger, & Hortsch, 2020)

 

    Despite this, this usefulness has been accompanied by an overwhelming sense of effort by the demands of technology, both in terms of time commitment and technological skills (Palao et al., 2015; Shapiro et al., 2016). Teachers found it too difficult to integrate ICTs into classrooms and more specifically into Physical Education (PE) lessons (Villalba et al., 2017). In spite of this, the new professionals showed a greater predisposition for the use of ICTs than those experienced teachers (Gibbone et al., 2010; Shapiro et al., 2016). So, if the next generation of physical educators wants to take advantage of their power, they must gain experience using technology on a professional level (Rosenthal, & Eliason, 2015). To achieve that, curiosity, patience and determination are considered as fundamental (Lavay et al., 2015). Once that effort has been invested, it is ultimately worthwhile to observe more effective compliance in terms of student instruction and learning (Lavay et al., 2015). The impact of ICTs mastery cannot go unnoticed in education, even less so in an eminently practical field such as PE.

 

    The ‘analytical critique’ carried out by Livingstone (2012) argued, after reflecting on these changes and despite the difficulties, the evidence that ICTs support learning is irrefutable. The author concluded that even using these platforms as a mediator without a great creativity, ICTs continued being a valid tool immersed in the traditional school. The possibilities allowed a generalized distribution of resources, both traditional and interactive, which can be accessed without limitations, thus providing a means of collaborative learning that motivates our students towards knowledge. (O'Loughlin et al., 2013)

 

    For all these reasons, the purpose was to develop an innovation in Physical Education (PE) and compare the use of text-based and media-based resources concerning academic performance, usability and satisfaction with the didactic unit, the methodology and the performance of the teacher. With this research it was expected that: (1) participants assigned to the media-based condition would show higher academic performance than participants assigned to the text-based condition, (2) participants assigned to the media-based condition would show higher satisfaction with the methodology and the didactic unit than participants assigned to the text-based condition, (3) participants assigned to the media-based condition would show a higher perception of teacher’s performance in the teaching task, and (4) participants assigned to the media-based condition would show a high categorization of video blog usability.

 

The use of videos 

 

    In this environment, digital video has been transferred to many educational disciplines, such as languages or history (Leask, & Pachler, 2014; Vernadakis et al., 2011). Similarly, the video as a concepts transmitter in PE has proved to be a facilitating via that has gained importance recently (Sánchez-Alcaraz, 2014). This resource provided a practical approach to demonstrating knowledge and skills that teachers and students could document and share in order to apply PE instruction methodologies (Shapiro et al., 2016). This technology must be explored beyond its capabilities as an information tool. The motivating value of moving images has been corroborated in educational innovations, specifically in experiences belonging to students with a bachelor's degree from the PE field (Antolín et al., 2011). This statement is the main reason why a large number of PE teachers have replaced graphic illustrations with digital video to exemplify concepts and executions (Sánchez-Alcaraz, 2014).

 

    Several studies demonstrated the usefulness of video feedback in the PE field as a tool, where the video allowed the acquisition of thinking skills (Palao et al., 2015; Venkatesh et al., 2014; Friskawati, & Supriadi, 2022). Palao et al. (2015) carried out a research in Secondary Education based on the incorporation of video into the methodology of a didactic unit and compared two conditions, video feedback and verbal feedback. Significant results were found in reference to academic performance and Physical Activity (PA). A significant increase of 24.3% was found in the pre-test and post-test comparison of video feedback condition versus a 16.9% increase in verbal feedback condition. In addition, the video feedback condition showed a greater amount of PA practice versus the verbal feedback condition. Along with other interventions in adolescents (Baños et al., 2017), this evidence supported that the video in PE is a tool that allows the internalization of concepts related to physical movement. To add, its promotion of PA offered a mean to promote healthy habits to face current issues such as sedentarism and obesity (Baños et al., 2017). As well as, Sánchez-Alcaraz (2014) corroborated the satisfaction of his students in a unit in which the video was the main tool for the acquisition of skills and knowledge on paddle tennis. The students concluded with significant results regarding the use of the video. These showed it was an aid to study because it provided motivation and learning.

 

The use of blogs 

 

    Another innovation was the use of online learning through blogs. According to Roshental, & Eliason (2015) in their study based on the application of blogs to undergraduate students, blogs had potential as a tool in education, as they can be adapted to any subject, level and methodology. Especially for this group to offer a technological approach might be a superior option on procedural learning (Vernadakis et al., 2011). Likewise, the student community reactions accepted blogs in a positive way (Papastergiou et al., 2011). As Gikas, & Grant (2013) concluded in students belonging to higher education, they created opportunities for interaction, collaboration and communication. Thus, teachers who planned ICT projects found themselves promoting devices to create and share course content anywhere at any time (Roshental, & Eliason, 2015). The possibility of integrating videos into blogs offers countless possibilities for dialogue and reflection about the information provided. The interconnection of such networks these resources, as Casey, & Jones (2011) demonstrated, helped students to feel less segregated and to be more involved in their learning. With these advances, and other evidences such as an increase in the academic performance according to the study of Shalash (2022), teachers cannot deny the application of them in their task. The real challenge is to discover the best to monitor the academic performance of students. (Lavay et al., 2015)

 

Methodology 

 

Participants 

 

    The sample consisted of 28 students in the first of a two-year course of Technician in Physical Activity and Sports. The average age of students was 21 years and 89.3% of the sample was made up of men. Participants were informed about the study and signed informed consent documents. This study was approved by the Ethics Committee of the University of Valencia (Spain). Participants were randomly assigned to two possible conditions through the Random Allocation Software app, resulting in 14 participants assigned to the text-based condition and 14 participants assigned to the media-based condition.

 

    The subject selected for the study was Pelota Valenciana due to the possibility of integrating ICTs in a traditional unit and promoting it in an attractive way. This consisted of weekly sessions divided into a total period of six weeks. Participants experimented practical knowledge through the sport and its modalities. These practical sessions were for both conditions and each condition received its respective resource during the unit.

 

    Then the blog and videos were exposing the teacher figure created (see Table 1, Figure 1 and Figure 2). To record them, characteristics of the sport were given to learn the material, rules, modalities and courts. After this, they were edited in order to being posted on the blog. The documents corresponding to the development were also elaborated for the text-based condition. These expressed same content as the videos with written explanations.

 

    Each week new material was provided through email, leaving six videos and documents as support resources to the lessons. So, the media-based condition received its resource through videos posted on the blog and the text-based condition received its resource via documents.

 

    Summing up, the first step was to collect data on previous knowledge of Pelota Valenciana under both conditions (score 1). On the second step, both received weekly a two hours practical class according to the development of the unit. Finally, measures of academic performance on knowledge (score2) were collected and along with this, measures of satisfaction and teacher’s performance. In case of the media-based condition, measures of usability were collected as well.

 

Materials and instruments. Procedures 

 

    The first materials considered were ad hoc questionnaires on:

• Knowledge of Pelota Valenciana. A total of 20 items were included as a measure of the knowledge of the sport. Each item had 4 answer options. Some examples were: 1. It is a sport with origins in; 2. The most used blow in the Raspall modality is known as; 3. The use of the glove is obligatory. The correction system was based on the traditional formula for testing 4 possible answer options. This questionnaire was used before to collect the score1 (previous knowledge) and after the unit to collect the score2 (academic performance).

• Satisfaction with the didactic unit. It consisted of 5 items based on the use of a 5-point Likert scale (1: very dissatisfied; 5: very satisfied). Some examples were: 1. How important do you consider the content of the unit? 2. How important are the facilities of the unit?

• Satisfaction with the methodology. It was composed of 14 items based on the use of a 5-point Likert scale (1: very dissatisfied; 5: very satisfied). Some examples were: 1. Has the material been optimally applicable to my learning? 2. Did I enjoy the methodology?

• Satisfaction with the teaching work. It consisted of 20 items based on the use of a 5-point Likert scale (1: very dissatisfied; 5: very satisfied). Some examples were: 1. Did the teacher demonstrate knowledge about the unit? 2. Would I participate again in a unit with this teacher?

Source: Own elaboration

 

    The usability questionnaire was adapted from the System Usability Scale (SUS) questionnaire (Brooke, 1996). An early assessment of SUS reliability based on 77 cases indicated a value of .85 for the alpha coefficient (Lewis, & Sauro, 2009). It is a scale of 10 items that gives subjective evaluations of usability of technological resources. It uses a 5-point Likert scale (1: total disagreement; 5: total agreement). Some examples were: 1. I found this methodology unnecessarily complex; 2. I felt very confident using this resource.

 

    Other materials are reflected in the Table 1, as well as why they were chosen for the procedures.

 

Source: Own elaboration

 

Tool	Why?
Canon EOS 700D camera	Records in HD quality
Photographic tripod Hama Star 61	Allows a subjection of the camera
Chamois ball	It is the typical ball of the sport
Recyclable materials	Allows the creation of the traditional glove
Trinquet	Installation of a specific modality in the sport
Fronton	Installation of specific modality in the sport
Sony Vegas Pro software version 13.0	Edits videos and modifies effects
Padlet	Creates blogs with private access

Source: Own elaboration

 

Data analysis 

 

    The data analysis was carried out using the statistical analysis program SPSS version 23.0. This was extracted from non-parametric tests, specifically the Wilcoxon Signed Rank Test and Spearman correlations. Regarding usability, it was calculated under the SUS (Brooke, 1996).

 

Results 

 

Academic performance 

 

    In the text-based condition, significant differences were found between score1 and 2 of the ad hoc questionnaire on knowledge (t = 91, p < .01). Participants assigned to it showed a significant increase in their performance as it is shown in the Table 2. Similarly, in the media-based condition, significant differences were also found (t = 105, p < .01). Participants attached to this also showed a significant increase. The results show a slight positive difference of .25 points in the increase between score1 and 2 of the media-based condition (M = 1, M = 7.25) over the text-based condition (M = 1.5, M = 7.5).

 

	score1	score2	t	p-value
TC	1.5 (3)	7.5 (1.25)	91	.01
MC	1 (1.25)	7.25 (2.25)	105	.01

Data are expressed in Median (Interquartile Range). TC = text-based condition; 

MC = media-based condition. Source: own elaboration

 

    Despite this, no significant differences were found (see Table 3) in the comparisons of academic performance between conditions, score1 (p = .58) and score2 (p = .62).

 

	TC	MC	U	p-value
score1	1.5 (3)	1 (1.25)	79.5	.58
score2	7.5 (1.25)	7.25 (2.25)	101.5	.62

Data are expressed in Median (Interquartile Range). TC = text-based condition; 

MC = media-based condition. Source: own elaboration

 

Satisfaction with the didactic unit and the methodology 

 

    No significant differences were found between in the comparisons of satisfaction with the unit (p = .65), the methodology (p = .68) or the teaching work (p = .14) (see Table 4).

 

	TC	MC	U	p-value
DUSAT	15 (2.5)	15 (4.75)	100.5	.65
METSAT	44 (9)	43.5 (8.25)	99.5	.68
TWSAT	36 (7.5)	37 (3)	122	.14

Data are expressed in Median (Interquartile Range). TC = text-based condition; MC = media-based condition; 

DUSAT = didactic unit satisfaction; METSAT = methodology satisfaction; TWSAT = teaching work satisfaction. 

Source: own elaboration

 

    In the text-based condition, a significant relationship was found between satisfaction with the unit and the methodology (rho = 0.55, p = .05). Participants attached to this that had shown greater satisfaction with the unit also showed it with the methodology (see Table 5).

 

	score1	score2	DUSAT	METSAT	TWSAT
DUSAT	-.31	.23	1.00
METSAT	-.34	.40	.55*	1.00
TWSAT	-.15	-.21	.48	.27	1.00

Data are expressed in Median (Interquartile Range). DUSAT = didactic unit satisfaction; 

METSAT = methodology satisfaction; TWSAT = teaching work satisfaction;* = significant relationship. 

Source: own elaboration

 

    Significant relationships were also found between the variables of satisfaction with the methodology and usability (rho = 0.56, p = .04). Participants attached to the media-based condition that had shown greater satisfaction with the methodology also showed a greater perception of usability (see Table 6).

 

	score1	score2	DUSAT	METSAT	TWSAT	SUS
DUSAT	.25	-.43	1.00
ETSAT	-.18	.35	-.221	1.00
TWSAT	-.11	.17	.27	.67*	1.00
SUS	.34	.16	-.25	.56*	.31	1.00

Data are expressed in Median (Interquartile Range). DUSAT = didactic unit satisfaction; METSAT = methodology satisfaction; TWSAT = teaching work satisfaction;* = significant relationship; SUS = system usability scale. Source: own elaboration

 

Teaching work 

 

    In the media-based condition, significant relationships were found between the variables satisfaction with the methodology and satisfaction with the teaching work (rho = 0.67, p = .01). Participants attached to the media-based condition that had shown greater satisfaction with the methodology also showed greater satisfaction with the teaching work.

 

Usability 

 

    Participants of the media-based condition showed a high perception of usability in the score obtained in the SUS questionnaire. This exceeded the average value with 80-point score. The media-based condition was placed in the A usability category with 88% percentile rating.

 

Discussion 

 

    The aim of this study was to introduce a digital methodology, video blog, in a PE class in order to compare it with a text-based methodology. The aim was to analyze academic performance and student satisfaction referring to different variables. In addition, it was intended to corroborate the usability of the video blog.

 

    In reference to academic performance, no evidence was found that the digital material significantly increased this compared to the documents. With a score of .25 points higher in the media-based condition it has not been possible to corroborate the hypothesis (1) that those participants attached to the media-based condition would show higher academic performance than those participants attached to the text-based condition. Unlike other studies such as that of Palao et al. (2015), Shalash (2022) or Papastergiou et al. (2011), no significant differences in academic performance have been found to corroborate that the use of media-based resources are better than written resources. Opposite to Vernadakis et al. (2011) or Friskawati, & Supriadi (2022), it was not possible to secure a confidence way for enhancing academic performance skills in students.

 

    As a cause, it could be mentioned the significant relationship between satisfaction with the methodology and with the unit found in the text-based condition. Participants of this condition showed that they were satisfied with the resources used during the unit. This could be why the increase in academic performance between the two conditions was favored in a comparable way. Both conditions were satisfied with the methodology used, so this could be inferred in the lack of significant differences between conditions.

 

    Regarding satisfaction, no significant differences were found between conditions. The hypothesis (2) that those participants attached to the media-based condition would be more satisfied with the methodology, the didactic unit and the teaching work than the text-based condition has been partially corroborated.

 

    First, it has not been possible to corroborate that those participants attached to the media-based condition would show greater satisfaction than those participants attached to the text-based condition. As a cause of this lack of significance it could be alluded again the significant relationship mentioned in the previous paragraph, which could be related to a greater comfort with the written resources used in the text-based condition. After analyzing the satisfaction questionnaire with the methodology of both conditions, this determined that all participants were satisfied with the intervention. Such satisfaction might suggest that participants were accustomed in their academic programming to the use of text-based resources. This factor could be the main limiting factor in the differentiation of the comparatives. All participants felt they were using quality resources, which gave them a high degree of satisfaction for their study during the unit.

 

    Nevertheless, the significant relationship between satisfaction with the methodology and with the teaching work found in the media-based condition partially corroborate the hypothesis (3). In spite of not having inferred significant differences between conditions, the media-based condition has concluded a most professional vision of the teacher figure. The significant relationship between satisfaction with methodology and with the teaching task in the media-based condition is supported by Livingstone's (2012) ‘analytical critique’. The author points out that without experience in the use of ICTs in education, these resources will continue to cause effects for the involvement of students in it. Participants attached to the media-based condition showed a comparable satisfaction between the use of the video blog and the work of the teacher on this resource. In this condition, its participants valued the teaching task more positively than the text-based condition. This further corroborated the need to address technological resources by the educational community and, more specifically, by those new generations of teachers specializing in the PE field (Roshental, & Eliason, 2015; Lavay et al., 2015). This result supported the argument presented by Lavay et al. (2015), which alluded to the urgency of investigating and experimenting in the field of teaching through ICTs in order to finally favor the disappearance of obsolete pedagogies.

 

    For further debate, the significant relationship between satisfaction with the methodology and usability in the media-based condition concluded that the ease of use experienced in the video blog is related to a high degree of satisfaction with the methodology used. In other words, the fact that the students perceived the use of the video blog as easy is related to their satisfaction with the methodology. So it is important to highlight the need for simplicity and ease of use in technological platforms for proper application in PE classrooms. Therefore, the video-blog can be considered as a valid medium immersed in a traditional unit such as Pelota Valenciana (Livingstone, 2012). This motivates students and is attractive for the learning process due to its collaborative nature and ease of access to information. (O'Loughlin et al., 2013; Livingstone, 2012; Bringman-Rodenbarger, & Hortsch, 2020)

 

    To still discussing about satisfaction, those participants attached to the media-based condition were not shown a higher satisfaction with the unit. Nevertheless, the opposite expected happened by the text-media based condition. Probably these results lead us to link again the previous experience with this kind of written resource as a comfortable way to face this subject. Although no significant difference was found, to include this subject as a part of a technological study contributed to develop positive responses using blogging activity and written resources. (Papastergiou et al., 2011)

 

    With regard to the results extracted from the SUS score, the need to include these means for the benefit of students and teachers was reinforced. The hypothesis (4) that the participants attached to the media-based condition would show a high categorization of video blog usability has been corroborated after exceeding the minimum average score in the scale (80>68). The media-based condition concluded a relationship between the ease of use of the video blog and the satisfaction with the methodology used. Together with this viability of use in the PE classrooms, participants attached to the digital material corroborated that the video blog can be a useful tool both in the short and long term in its pedagogical functions. Therefore, this innovation could be situated in a framework of present and future educational tools in the PE. The video blog reached the highest score within the SUS scale. This leaves the need to embrace these new resources for the benefit of the educational community. This acceptance on the media-based condition would be in line with Roshental, & Eliason (2015), who exposed that the teacher who promotes projects of responsibility similar to this one, would be indirectly encouraging the acceptance and the reception of these devices that promoted the sharing of knowledge without any type of space-time restriction. (O'Loughlin et al., 2013)

 

Conclusions 

 

    First of all, as limitations of this study could highlight the reduced sample and its daily connection in class. In spite of the privacy and security measures, it was not possible to control with maximum rigor the consultation of the different resources. The good reception of the practical sessions is also a limiting factor due to teachers and students were open to the resolution of doubts during the development. Therefore, the feedback given in these lessons does not allow us to determine significant differences between these two conditions. To add, the evaluation carried out is also a limitation of the study because a different assessment of academic performance based on the use of practical ICT skills would be a new line of research to be taken into account for the improvement of the study. Finally, the use of documents was also a limiting cause of the research. The sample was overly familiarized with these in its academic programming. Renewing the methodology and consequently the evaluation method is a key factor that could allow us to find differences in the use of tools such as video blogs.

 

    Secondly, as conclusions drawn, it could be outlined the impossibility of corroborating a higher academic performance and satisfaction in the media-based condition over the text-based condition. The slight difference obtained by the media-based condition in academic performance has not been significant even though it exists; in any case an improvement in the limitations may help to strengthen the results. If the study had assessed procedural attitudes rather than focusing our attention on the concepts, this would probably have found more noticeable results. However, promising relationships have been observed, such as the use of digital resources developed by the own teacher and its exposure offering a more professional view of this figure and its task than the mere use of documents in the development of a unit. To sum up, the results found highlight that participants attached to the media-based condition perceived high usability and ease of use in the video blog. This denoted that itis viable for its use in practical sessions with a positive acceptance within students.

 

    All of this was in reference to the PE, so that despite not having found significant differences in the variables it could be determined that the transfer of ICTs to subjects of practical character was feasible. Participants attached to the media-based condition obtained positive academic results and reactions through the video blog in the area selected. In addition, the usability of this tool was well received by those who experienced the digital methodology in the unit. Their satisfaction, both for the subject and teacher, showed how possible and necessary is the application of ICTs in the academic field of this era.

 

    To conclude, reiterate that in these times of continuous interaction with ICTs, it is not just essential for teachers to renew their pedagogy. Investment in the resources of educational communities must accompany this adaptation. A formative renewal without a context that trusts in it is not possible (Shapiro et al., 2016). The use of these materials for future students further supports the need to provide centers with visual aids to promote better experiences in the academic life of students. (Shapiro et al., 2016; Fernández-Espínola, & Ladrón-de-Guevara, 2015)

 

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Lecturas: Educación Física y Deportes, Vol. 29, Núm. 315, Ago. (2024)