E80 Integrating Computational Thinking into the Learning of Fitness Tasks with Sportions (Short paper) Discussion Preliminary results provide encouraging, but tentative, indications regarding the potential of Sportions to support cognitive aspects of learning in digital physical education. The study examined how the decomposition and reconstruction of a motor exercise using block-based coding may influence learners’ understanding of body and movement mechanisms. The first three iterations refined the design and resolved technical challenges, leading to the final version tested in the main study, where participant satisfaction was high, particularly regarding ease of use and overall learning experience. Preliminary findings from the questionnaires suggest that the use of Sportions influenced how learners conceptualized movement. Changes in responses following the intervention point to an active cognitive process, in which participants reconsidered their initial understanding based on the mechanical information encountered through coding the exercise. Overall, the findings suggest that Sportions has the potential to support cognitive engagement with movement in digital physical education. The selection of body parts and joints and to construct the exercise step by step encouraged learners to deconstruct the motor task, think about the relationships between movement components, and form a deeper understanding of the body and performance. While broad conceptual changes were not observed at this stage, the results indicate that computational thinking may serve as a promising framework for promoting deeper understanding of movement in physical education. References Barab, S. (2006). Design-based research. In R. Keith Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (Chapter 10, pp. 153-169). Cambridge University Press. Casey, A., & Jones, B. (2011). Using digital technology to enhance student engagement in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), 51-66. Fritz, C., Bray, D., Lee, G., Julien, C., Burson, S., Castelli, D., ... & Payton, J. (2022). Project moveSMART: When Physical Education Meets Computational Thinking in Elementary Classrooms. computer, 55(11), 29-39. Muscle and Motion. (n.d.). Muscle and Motion. https://www.muscleandmotion.com/ Papert, S., & Harel, I. (1991). Situating constructionism. constructionism, 36(2), 1-11. Piaget, J. (2005). The psychology of intelligence. Routledge. Sargent, J., & Calderón, A. (2021). Technology-enhanced learning physical education? a critical review of the literature. Journal of Teaching in Physical Education, 41(4), 689-709. Schneider, S., Nebel, S., Beege, M., & Rey, G. D. (2018). The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media. Learning and Instruction, 58, 161-172. Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
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