Rolf KretschmannDigitale Medien im Studium der Sportwissenschaft

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Digital media as well as information and communication technologies are not only almost omnipresent in everyday life, but have already made it into university classes. Computer-based presentations and learning management platforms characterize everyday university teaching across the disciplines.

In the present study, kinesiology / sport science (German: “Sportwissenschaft”) students’ perspectives according to integrating technology in the study program will be investigated. The study of kinesiology / sport science differs from other disciplines in the academic canon in the so-called physical activity classes (German: “Fachpraktische Veranstaltungen”) that include a significant proportion of exercising.

Using a triangulative approach, selected kinesiology/ sport science students were researched. Qualitative interviews were conducted to explore the learner perspective and to reconstruct everyday pedagogical scenarios involving technology. In addition, the students were surveyed using a modified version of a student evaluation questionnaire (HILVE II), which included all of the students’ classes in the teaching term. Furthermore, another quantitative part of the study using a survey about media literacy and media habits was carried out.

The aim of the study is to explore the kinesiology/ sport science students’ perspective on integrating technology in their respective study programs. Hence, students’ perceptions and evaluations regarding technology within their study program were examined.

Kinesiology / sport science students have a high level of media literacy and use technology in their spare time extensively. They are fully equipped with all kinds of digital media. Technology was integrated in almost every class, but was significantly less used in physical activity classes.

Among other results, study program-related technology experience significantly predicts students’ evaluations of technology-based pedagogical scenarios. The developed Individual, Subjective Significance Attribution model (German: “Modell der Individuellen, Situativen Bedeutungszuschreibung”) describes kinesiology/ sport science students as responsible technology users who actively structure effective technology-based pedagogical scenarios in a meaningful sense from an occupational perspective.

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