Design, implementation and evaluation of a mobile application to assess Goubak® game performance
Abstract
The use of mobile applications (apps) has spread in the practice of sports and has been transferred to the educational field, where the use of Information and Communication Technologies (ICT) is becoming more and more common. In this sense, it is the teacher’s responsibility to ensure the responsible use of ICT, which promotes learning. For this reason, this article presents a proposal for the teaching-learning of an alternative sport, Goubak®, through the use of an intuitive app in Physical Education. The proposal was implemented with 6th grade students in Primary School (10-12 years) in a public school in the Community of Madrid. The design of the app followed three phases (1) development of the app; (2) implementation of the thematic unit on Goubak® using the app in the classroom; (3) data collection. The Technology Acceptance Model (TAM) instrument was used to collect information, presenting a favorable Cronbach's alpha (0.833), with a similar perception according to the sex. In addition, student and teacher perceptions were positive for the use of the Goubak® initiation app.
Downloads
-
Abstract117
-
PDF (Español (España))107
References
Aguilar, J., Martín, I., & Chirosa, L. J. (2016). The assessment in physical education through the "Game Perfomance Assessment Instrument" (GPAI). Estudios Pedagógicos, 42(2), 7-19. http://doi.org/10.4067/S0718-07052016000200001
Araiza-Alba, P., Keane, T., Chen, W. S., & Swinbu, J. K. (2021). Immersive virtual reality as a tool to learn problem-solving skills. Computers & Education, 164, 1-16. https://doi.org/10.1016/j.compedu.2020.104121
Aranda, R., González-Ródenas, J., López-Bondia, I., Aranda-Malavés, R., Tudela-Desantes, A., & Anguera, M. T. (2019). "REOFUT" as an observation tool for tactical analysis on offensive performance in soccer: Mixed method perspective. Frontiers in Psychology, 10, 1-14. https://doi.org/10.3389/fpsyg.2019.01476
Arias-Estero, J. L., & Castejón, F. (2014). Using instruments for tactical assessment in physical education and extra-curricular sports. European Physical Education Review 20(4), 525-535. https://doi.org/10.1177/1356336X14539214
Arias-Estero, J. L., & Castejón, F. J. (2012). Review of the instruments most frequently employed to assess tactics in physical education and youth sports. Journal of Teaching in Physical Education, 31(4), 381-391. https://doi.org/10.1123/jtpe.31.4.381
Ato, M., López-García, J. J., & Benavente, A. (2013). A classification system for research designs in psychology. Annals of Psychology, 29(3), 103-1059. https://doi.org/10.6018/analesps.29.3.178511
Ausín-Villaverde, V., Rodríguez-Cano, S., Delgado-Benito, V., & Bogdan-Toma, R. (2023). Evaluación de una APP de realidad aumentada en niños/as con dislexia: estudio piloto. Pixel-Bit. Revista de Medios y Educación, 66, 85-109. https://doi.org/10.12795/pixelbit.95632
Ayala-Jiménez, J. D., Escaravajal-Rodríguez, J. C., Otálora-Murcia, F. J., Ruiz-Fernández, Z. M., & Nicolás-López, J. (2017). Carrera de orientación con códigos QR en Educación Física. Espiral. Cuadernos del Profesorado, 10(21), 132-139. https://doi.org/10.25115/ecp.v10i21.1037
Aznar Díaz, I., Cáceres Reche, M. P., Trujillo Torres, J. M., & Romero Rodríguez, J. M. (2019). Impacto de las apps móviles en la actividad física: un meta-análisis (Impact of mobile apps on physical activity: A meta-analysis). Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 36, 52-57. https://doi.org/10.47197/retos.v36i36.66628
Baena-Morales, S., & González-Víllora, S. (2023). Physical education for sustainable development: Reflections and comments for contribution in the educational framework. Sport, Education & Society, 28(6), 697-713. https://doi.org/10.1080/13573322.2022.2045483
Balsalobre-Fernández, C., Geiser, G., Krzyszkowski, J., & Kipp, K. (2020). Validez y fiabilidad de una aplicación de teléfono inteligente basada en visión artificial para medir la trayectoria de la barra durante el arranque. Revista de Ciencias del Deporte, 38(6), 710-716. https://doi.org/10.1080/02640414.2020.1729453
Barquero-Ruiz, C., Arias-Estero, J. L., & Kirk, D. (2020). Assessment for tactical learning in games: A systematic review. European Physical Education Review, 26(4), 827-847. https://doi.org/10.1177/1356336X19889649
Blomqvist, M., Vänttinen, T., & Luhtanen. P. (2005). Assessment of secondary school students’ decision-making and game-play ability in soccer. Physical Education & Sport Pedagogy 10(2), 107-119. https://doi.org/10. 1080/17408980500104992.
Brown, S., & Hopper, T. (2006). Can all students in physical education get an 'A'? Game performance assessment by peers as a critical component of student learning. Physical & Health Education, 72(1), 14-21.
Cabero, J., & Pérez, J.L. (2018). Validation of the TAM model of Augmented Reality adoption using structural equations. Studies on Education, 34, 129-153. https://doi.org/10.15581/004.34.129-153
Caldevilla Calderón, P., & Zapatero Ayuso, J. A. (2022). Los deportes alternativos como contenidos para la educación física en educación secundaria (Alternative sports as content for physical education in secondary education). Retos, 46, 1004-1014. https://doi.org/10.47197/retos.v46.94422
Chng, L. S., & Lund, J. (2018). Assessment for learning in physical education: The what, why and how. Journal of Physical Education, Recreation & Dance, 89(8), 29–-34. https://doi.org/10.1080/07303084.2018.1503119
Díaz-Barahona, J. (2018). Mejorar el aprendizaje en acción integrando mobile learning en la educación física. Tándem: Didáctica de la Educación Física, 60, 69-73.
Farias, C., Mesquita, I., & Hastie, P. (2015). Game performance and understanding within a hybrid sport education season. Journal of Teaching in Physical Education, 34(4), 725-729. https://doi.org/10.1123/jtpe.2015-0189.
Fernández, R., & Baena-Extremera, A. (2018). Novedosas herramientas digitales como recursos pedagógicos en la educación física. EmásF, Revista Digital de Educación Física, 9(52), 79-91.
García Aretio, L. (2021). ¿Podemos fiarnos de la evaluación en los sistemas de educación a distancia y digitales? RIED-Revista Iberoamericana de Educación a Distancia, 24(2), 9-29. https://doi.org/10.5944/ried.24.2.30223
González-Víllora, S., Fernández-Río, J., Guijarro, E., & Sierra-Díaz, M. J. (2021). Modelos centrados en el juego para la iniciación comprensiva del deporte. Ediciones Morata.
Goodyear, V. A. (2017). Social media, apps and wearable technologies: Navigating ethical dilemmas and procedures. Qualitative Research in Sport, Exercise & Health 9(3), 285-302. https://doi.org/10.1080/2159676X.2017.1303790.
Goodyear, V. A. (2020). Using digital technologies to support learning in physical education. In Capel, S., Cliffe, J., & Lawrence, J. (Eds.), Learning to teach physical education in the secondary school: A companion to school experience (pp. 306-321). Routledge. https://doi.org/10.4324/9780429264436
Goodyear, V. A., Blain, D., Quarmby, T., & Wainwright, N. (2016). Dylan: The use of ‘mobile’ ‘apps’ within a tactical inquiry approach. In: Casey, A., Goodyear, V. A, & Armour, KM. (Eds.), Digital technologies and learning in physical education (pp. 13-30). Routledge. https://doi.org/10.4324/9781315670164
Goubaksport. (s.f.). Goubaksport. https://goubaksport.com/legislacion/
Guijarro, E., MacPhail, A., Arias-Palencia, N. M., & González-Víllora, S. (2022). Exploring game performance and game involvement: Effects of a sport education season and a combined sport education-teaching games for understanding unit. Journal of Teaching in Physical Education, 41(3), 411-424. https://doi.org/10.1123/jtpe.2020-0170
Hopper, T. (2003). Four Rs for tactical awareness: Applying game performance assessment in net/wall games. Teaching Elementary Physical Education, 14(2), 16-21.
Hou, H. T, Fang, Y. S., & Tang, J. T. (2021). Designing an alternate reality board game with augmented reality and multi-dimensional scaffolding for promoting spatial and logical ability. Interactive Learning Environments, 31(7), 4346-4366. https://doi.org/10.1080/10494820.2021.1961810
Macías-Romero, J., & Otero-Saborido, F. M. (2018). Effects of using an assessment instrument on procedural knowledge in team sports. Journal of Physical Education & Sport 18, 1021-1027. https://doi.org/10.7752/ jpes.2018.s2151
Manso-Lorenzo, V., Evangelio, C., Fraile-García, J., Ibaibarriaga-Toset, Á., & González-Víllora, S. (2022). Goubak® in physical education: Strategies for understanding a new sport for everyone. Strategies, 35(3), 33-41. https://doi.org/10.1080/08924562.2022.2052775
Manso-Lorenzo, V., Evangelio, C., Ruiz-Tendero, G., & González-Víllora, S. (2024a). Game performance assessment instrument in physical education: A systematic review from 2015 to 2024. Physical Education & Sport Pedagogy, 4, 1-16. https://doi.org/10.1080/17408989.2024.2432313
Manso-Lorenzo, V., Evangelio, C., Ruiz-Tendero, G., & González-Víllora, S. (2020). Teacher or student-centred model? Step-by-step analysis of basic psychological needs of a new sport-goubak. Journal of Physical Education & Sport, 20(6), 3212-3221. https://doi.org/10.7752/jpes.2020.s6436
Manso-Lorenzo, V., Guijarro Jareño, E., & González-Víllora, S. (2025). Diseño y validación de un instrumento de evaluación del rendimiento de juego en deportes de invasión: Goubak. Retos, 63, 206-221. https://doi.org/10.47197/retos.v63.108261
Manso-Lorenzo, V., Guijarro, E., & González-Víllora, S. (2024b). Evaluación formativa a través de la enseñanza comprensiva del deporte en educación primaria: evaluación integral aplicada al Goubak. En Pérez-Pueyo, Á., Hortigüela-Alcalá, D., Gutiérrez-García, C., Barba-Martín, R.A. (coords.), Evaluación formativa y compartida en Educación Física: fundamentos y experiencias prácticas en todas las etapas educativas (pp. 265-293). Universidad de León, Servicio de Publicaciones.
https://hdl.handle.net/10612/22962
McKeever, J. T., & Runceanu, L. E. (2022). Replay the game and teach for understanding: Exploring the use of video tagging in an invasion games unit. Physical Education & Sport Pedagogy, 29(4), 361–375. https://doi.org/10.1080/17408989.2022.2097653
Memmert, D., & S. Harvey. (2008). The Game Performance Assessment Instrument (GPAI): Some concerns and solutions for further development. Journal of Teaching in Physical Education, 27(2), 220-240. https://doi.org/10. 1123/jtpe.27.2.220.
Michael, R., & Webster, C. (2020). Pickleball assessment of skill and tactics. Strategies, 33(2), 18-24. https://doi.org/10.1080/08924562.2019.1705217
MIT App Inventor. (s.f.). About us. MIT App Inventor. https://appinventor.mit.edu/about-us
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2020). Teaching sport concepts and skills: A tactical games approach. Human kinetics.
Oslin, J. L., Mitchell, S. A., & Griffin, L. L. (1998). The game performance assessment instrument (GPAI): Development and preliminary validation. Journal of Teaching in Physical Education, 17(2), 231-243. https://doi.org/10.1123/jtpe.17.2.231
Pérez Rabadán, R. (2021). Diseño y evaluación de una aplicación para educación física de orientación deportiva en el medio natural. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 10, 43-61. https://doi.org/10.6018/riite.432941
Pérez-Díaz, J.-J., Salas-Montoro, J.-A., Rodríguez-Gallego, L., & Mateo-March, M. (2023). Impact of new technologies on physical activity levels and sedentary lifestyle in students in compulsory secondary education: Diagnosis and action plan. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 12(9), 1-13. https://doi.org/10.6018/sportk.568331
Pérez-Pueyo, A., Hortigüela Alcalá, D., & Fernández-Río, J. (2020). Evaluación formativa y modelos pedagógicos: estilo actitudinal, aprendizaje cooperativo, modelo comprensivo y educación deportiva. Revista Española de Educación Física y Deportes, 428, 47-66. https://doi.org/10.55166/reefd.vi428.881
Posada, F. (2019). Creando aplicaciones para móviles Android con MIT App Inventor 2. Observatorio de Tecnología Educativa, 12. https://intef.es/wp-content/uploads/2019/03/MIT-App-Inventor-2.pdf
Prendes-Espinosa, M.P. (2022). Formar para el emprendimiento digital: construyendo los ciudadanos del siglo XXI. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 12, 1-19. https://doi.org/10.6018/riite.525101
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
Saiz-González, P., Sierra-Díaz, J., Iglesias, D., & Fernández-Río, J. (2024). Exploring physical education teachers’ willingness and barriers to integrating digital technology in their lessons. Education & Information Technologies, 30(5), 5965-5987. https://doi.org/10.1007/s10639-024-13060-9
Sospedra Harding, A.I., Escamilla Fajardo, P., & Aguado Berenguer, S. (2021). Tecnologías de la información y la comunicación en educación física: un análisis bibliométrico. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 42, 89-99. https://doi.org/10.47197/retos.v42i0.87761
Wallace, J., Scanlon, D., & Calderón, A. (2022). Digital technology and teacher digital competency in physical education: A holistic view of teacher and student perspectives. Curriculum Studies in Health and Physical Education, 14(3), 271-287. https://doi.org/10.1080/25742981.2022.2106881
Yu, H., van der Mars, H., Hastie, P. A., & Kulinna, P. H. (2021). Incorporating a motion analysis app in middle school badminton unit. Journal of Teaching in Physical Education, 41(4), 729-737. https://doi.org/10.1123/ jtpe.2021-0043
The works and papers that are published in this Journal are subject to the following terms:
1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.
The works and papers that are published in this Journal are subject to the following terms:
1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.
