Perceived barriers to adopting information and communication technology in physical education

Keywords: information, communication, technology, physical education

Abstract

Background and Study Aim. The use of Information and Communication Technologies (ICTs) in Physical Education (PE) brings the science of sports to life by combining physical and mental activity. It also helps students focus better on practical and theoretical work. The purpose of this study was to investigate the perceived barriers to adopting ICTs in PE lessons among high school teachers in Malaysia. Material and Methods. A total of 112 Physical Education teachers were selected by stratified random sampling to answer an online questionnaire. Cluster analysis was then conducted to classify PE teachers’ profiles according to the frequency scores of experiencing challenges in using ICT tools in PE teaching and learning. Discriminant analyses were performed to determine the significant barriers related to technology that differentiate these clusters. Results. In conclusion, Cluster analysis identified three well-defined profiles: cluster 1 (excellent degrees in applying ICT to their teaching practices) consists of 44 teachers; cluster 2 (moderate degrees in applying ICT to their teaching practices) consist of 41 teachers; cluster 3 (poor degrees in applying ICT to their teaching practices) consist of 27 teachers. Results revealed seven out of twelve technology-related barriers were significant among these clusters.  They are the insufficient number of computers (p<0.001), insufficient number of internet‐connected computers (p<0.001), insufficient pedagogical support for teachers (p<0.001), lack of content in the national language (p<0.001), pressure to prepare students for exams and tests (p<0.001), no or unclear benefit to using ICT for teaching (p<0.001) and perception of using ICT in teaching and learning not being a goal in their school (p<0.001). Conclusions. Awareness of these barriers has implications for physical education, curriculum design, teacher training, and youth participation in the school environment. The positive opinions and attitudes of PE teachers toward ICTs as educational tools could pave the way for improving their digital literacy. Thus increase their rate of use of these tools if they are provided with the appropriate technical resources and training.

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Author Biographies

Fathin Nurul Ezzati Irwahand, Universiti Pendidikan Sultan Idris
d082394@siswa.upsi.edu.my; Faculty of Sports Science and Coaching, Universiti Pendidikan Sultan Idris; Perak, Malaysia.
Siti Musliha Mat-Rasid, Universiti Pendidikan Sultan Idris
sitimusliha@fsskj.upsi.edu.my; Faculty of Sports Science and Coaching, Universiti Pendidikan Sultan Idris; Perak, Malaysia.
Jeffrey Low Fok Lee, Universiti Pendidikan Sultan Idris
jeffrey@fsskj.upsi.edu.my; Faculty of Sports Science and Coaching, Universiti Pendidikan Sultan Idris; Perak, Malaysia.
Gunathevan Elumalai, Universiti Pendidikan Sultan Idris
gunathevan@fsskj.upsi.edu.my; Faculty of Sports Science and Coaching, Universiti Pendidikan Sultan Idris; Perak, Malaysia.
Mohd Izwan Shahril, Universiti Pendidikan Sultan Idris
izwan.shahril@fsskj.upsi.edu.my; Faculty of Sports Science and Coaching, Universiti Pendidikan Sultan Idris; Perak, Malaysia.
Mohamad Azri Ismail Ahmad, Universiti Pendidikan Sultan Idris
azriismael11@gmail.com; Faculty of Sports Science and Coaching, Universiti Pendidikan Sultan Idris; Perak, Malaysia.

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Published
2022-09-26
How to Cite
1.
Irwahand FNE, Mat-Rasid S, Lee JLF, Elumalai G, Shahril MI, Ahmad MAI. Perceived barriers to adopting information and communication technology in physical education. Pedagogy of Physical Culture and Sports. 2022;26(5):291-9. https://doi.org/10.15561/26649837.2022.0503
Section
Articles