In the evolving landscape of sports science and physical education, the fusion of technology into educational frameworks has marked a significant shift. Universities worldwide are increasingly embedding tech-focused modules into their courses, aiming to equip students with the analytical skills necessary for sports performance analysis and evaluation. This trend not only opens new avenues for future professionals, such as coaches, athletic trainers, and physical education teachers, but also aligns educational practices with the ongoing sociocultural evolution of sports training and conditioning practices. Amidst this technological embrace, there emerges a critical need for an epistemological reassessment of how these tools are integrated into the learning process, urging a move beyond their practical/technical application to a deeper, reflective engagement with their educational implications. Despite the pressing nature of this shift, research into the pedagogies and teaching methods for technology in sports remains limited, with few studies adopting an epistemological lens to examine its impact on future sports professionals.
TECHNOLOGIES AND EDUCATIONAL PRACTICES IN SPORTS SCIENCE
agosti, valeria
2024
Abstract
In the evolving landscape of sports science and physical education, the fusion of technology into educational frameworks has marked a significant shift. Universities worldwide are increasingly embedding tech-focused modules into their courses, aiming to equip students with the analytical skills necessary for sports performance analysis and evaluation. This trend not only opens new avenues for future professionals, such as coaches, athletic trainers, and physical education teachers, but also aligns educational practices with the ongoing sociocultural evolution of sports training and conditioning practices. Amidst this technological embrace, there emerges a critical need for an epistemological reassessment of how these tools are integrated into the learning process, urging a move beyond their practical/technical application to a deeper, reflective engagement with their educational implications. Despite the pressing nature of this shift, research into the pedagogies and teaching methods for technology in sports remains limited, with few studies adopting an epistemological lens to examine its impact on future sports professionals.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
