Technologies in Educational Practice as a Tool for Athletes by GRD Journals

GRD Journals- Global Research and Development Journal for Engineering | Volume 6 | Issue 4 | March 2021 ISSN- 2455-5703

Technologies in Educational Practice as a Tool for Athletes Andreia de Bem Machado Assistant Professor Department of Production Engineering Faculty of Vale do Itajaí Mirim UNIASSELVI, Brazil

Abstract The teaching of athletics in school Physical Education classes is not yet a common practice. Little dissemination in the media, still directed exclusively to high-performance sports, teacher training, physical space in schools for Physical Education classes, lack of official materials and, also, scarce research and teaching materials aimed at teaching practice, are reasons for the low coverage given to this subject in school Physical Education classes. The development of teaching materials using Digital Information and Communication Technologies (DICTs) can contribute to the work of teachers in schools. In addition to meeting a need in the field, the different resources and languages explored by technologies can motivate students to study and learn about athletics. Electronic Games may have applicability in the teaching of athletics. Electronic Games are already part of the lives of more than three trillion Brazilians of all ages, who spend hours playing them. In addition to electronic games, other technologies can be used as educational material, contributing to the production of knowledge related to athletics, such as: computers, radios, videos, software, cameras, cell phones, as well as the internet with its many possibilities, including search engines, social pages, blogs, virtual learning environments, articles and books. In addition, they enable the teacher to bring the experiences of games to the students' reality, transforming them into bodily experiences - in this case of athletics -, providing more meaningful classes. Certainly, these games can contribute to the development of teaching practices directed towards athletics, as well as reflection and discussion of the influence of technologies on this sport and other body culture contents. They point out the need to think of Electronic Games as sports content, that is, as an expression of this phenomenon. Thus, one can overcome the lack of material and physical resources to work with some Physical Education content, as is the case of athletics. Physical Education teachers from the São Paulo State Education System are using video games. Teachers state that video games, in addition to contributing to the knowledge of new content, arouse interest and influence the improvement of students' behavior. Considering the advantages that digital games can provide to the teaching and learning process, we decided to develop a game, which includes running, javelin, long jump and discus competitions, present in competitions of Antiquity. Therefore, the objective of this article will be to evaluate teaching practice in the use of information and communication technologies as a tool for athletics. As such, a systematic and integrative review will be carried out in the Scopus database, in order to answer the following question: 1) How can information and communication technologies serve as a tool for teaching practice in teaching athletics? The results of this research indicate that students liked to play Olympia, approved the quality of the game and considered that it contributed to memorization of the concepts covered. However, it is important to rethink the role of the teacher and the need for teaching practices that use Olympia (sports game) to expand student learning. This chapter will show the example of a sports game called Atletic. Keywords- Atletic, Electronic Game, Olympia, Learning, DICT

I. INTRODUCTION Teaching athletics in Physical Education lessons is still not a common practice in Brazil. Little dissemination in the media, still directed exclusively towards high-performance sports, teacher training, physical space in schools for Physical Education lessons, lack of official material and scarce research and teaching materials to assist teaching practice are reasons why this subject is little approached in Physical Education lessons (Gemente & Matthiesen, 2017; Calvo; Matthiesen, 2012; Calvo, 2005). The development of teaching materials using Digital Information and Communication Technologies (DICTs) can contribute to the work of teachers in schools. Apart from meeting a need in the area, the different resources and languages explored by these technologies can motivate students to study and learn about athletics. A good example is found in Electronic Games, some of which relate to athletics. Electronic Games are already part of the lives of over three trillion Brazilians of all ages who spend hours playing them (Costa, 2006). Moreover, they enable teachers to bring the experience of games to students’ reality, transforming them into bodily experiences – in this case of athletics –, providing more meaningful lessons (Feres Neto, 2001). These games can certainly contribute to the development of teaching practices directed towards athletics, as well as contributing to reflection and discussion about the influence of technologies on this sport and other body culture contents. Silva & Silva (2017) also highlight the importance of envisaging Electronic Games as sports contents, i.e. as an expression of this phenomenon.

Technologies in Educational Practice as a Tool for Athletes (GRDJE/ Volume 6 / Issue 4 / 002)

As put forward by Coscelli (2012), in order to overcome the lack of material and physical resources to work on certain Physical Education contents, as is the case of athletics, some Physical Education teachers are using videogames. Teachers state that videogames, besides contributing to knowledge of new contents, awaken interest and influence improved student behavior (Coscelli, 2012). Considering the advantages that digital games can have for the teaching and learning process, Franco (2014) developed, applied and evaluated the 3D game called Olympia, which involves running, javelin, long jump and discus throwing which were present in competitions in Ancient Greece. The results of the research conducted by Franco (2014) indicate that students liked playing Olympia, approved the quality of the game and considered that it contributed to memorization of the contents covered. However, Franco (2014) highlights the importance of the role of the teacher and the need for teaching practices that use Olympia to increase student learning. Camuci, Matthiesen & Ginciene (2017) analyzed the electronic game called Kinect Sports (Xbox 360) which is related to athletics. They made comparisons between official athletics competitions and the Kinect Sports game. In addition, they indicated possibilities for working with the rules, records, competition venue and analysis of the movement of the athletics competitions contained in the game. Besides electronic games, other technologies can be used as teaching materials, contributing to the production of knowledge related to athletics, such as: computers, radios, videos, software, cameras, cell phones, as well as the internet and its countless possibilities, including search engines, social media, blogs, virtual learning environments, articles and books (Gemente, 2015). With the aim of assisting the work of school Physical Education teachers, with regard to the 100-meter dash, Ginciene (2012) organized various resources available on the internet, such as: videos, sites, virtual games, social media and blogs related to its history, techniques, rules and athlete and prepared a teaching material called “Navegando & Aprendendo – Material virtual dos 100 metros rasos” (Navigating & Learning – Virtual material on the 100-meter dash) which contains various suggestions for activities. The material is available on the internet, via the Moodle platform and can be accessed at: http://100metros.mdl2.com/. Youtube videos can also contribute to the development of athletics at school. After analyzing 28 videos available on Youtube about adapted implements, Castro, Matthiesen & Ginciene (2018) found that these videos could contribute to the making of adapted implements, in addition to increasing possibilities for teaching athletics as part of school Physical Education. Considering that DICTs can contribute in different ways to teaching athletics at school and based on Arroyo (2001), who highlights the need to take into consideration the opinion of teachers, their experiences, knowledge and difficulties, the objective of this article is to present the software called ATLETIC which was developed collectively with Physical Education teachers at municipal schools in Goiânia, Brazil, aimed at the process of teaching and learning athletics at school.

II. ATHELTICS IN PHYSICAL EDUCATION Athletics has always been present in the history of humankind, if we consider that its different forms explore different motor skills, which were used for survival in the times of our ancestors. In Ancient Greece, athletics took on the form of a pre-modern sport with the onset of the Olympic Games, in which athletics competitions was present right from the beginning. Currently athletics is considered one of the most traditional and important sports modalities of the Olympic Games. However, although athletics is fundamental in high performance sports, such as the Olympic Games, it is not widespread in Brazil and is practically forgotten in Physical Education lessons. The studies conducted by Calvo (2005) reveal how knowledge about athletics is fragmented among graduate students taking Physical Education degree and teacher training courses. The knowledge they display is based on contents broadcast by the media, which spectacularizes sports, restricts athletics to a few types of competition and reinforces overcoming limits and breaking records. This exclusive emphasis placed by the media on high-performance competitions, which require good infrastructure, official materials and venues, very different from the reality of Brazilian schools, contributes to Physical Education teachers feeling powerless to work with athletics at school (Matthiesen, 2005). Another factor that hinders an understanding of athletics other than as a high-performance sport as transmitted by the media, are superficial activities that end up neglecting part of its contents. These activities only take into account running competitions, less complex jumping trials and, occasionally, shot put. Furthermore, knowledge about athletics in relation to the cultural dimension also has no space in lessons, leaving students without reflection or discussion about the history of this sport, its concepts, contextualization of knowledge transmitted by the media, the influence of technologies on sport, resulting in fragmented and mistaken knowledge about athletics (Marques & Iora, 2009; Calvo & Matthiesen, 2012). The reasons that lead teachers to leaving athletics out of Physical Education are related to lack of structure in schools, lack of specific spaces and materials for athletics, lack of interest on the part of students and schools in relation to athletics, lack of culture and tradition with regard to this form of sport, as expounded by Arruda (2013), Silva, A. (2005). Moreover, the bibliography existing in relation to athletics is more directed towards training athlete and carrying out athletic activities in places that have a running track and official materials, as described by Faganello-Gemente & Matthiesen (2014). This scarcity of publications directed towards the teaching and learning process in the school context can hinder teachers searching for new knowledge to plan school Physical Education teaching practices. With regard to lack of interest and motivation on the part of students with regard to doing athletics, teachers state that sports that do not involve a ball do not arouse students’ interest (Daolio, 1994; Matthiesen, 2005). As such, taking the difficulties faced by teachers, due to superficial or predominantly technical initial training, along with problems related to school infrastructure and possible initial resistance on the part of students, All rights reserved by www.grdjournals.com

Technologies in Educational Practice as a Tool for Athletes (GRDJE/ Volume 6 / Issue 4 / 002)

because of their lack of knowledge about it, athletics continues to be a practically forgotten subject in school Physical Education lessons. However, differently to students’ possible resistance and disinterest in relation to athletics, Silva (2005) highlights that the main reasons why teachers who include athletics in their work and continue to do so is their own personal motivation and students’ interest in this form of sport. This interest was also found during the work we did in one of the schools of the Industry Social Service (SESI) network in São Paulo in 2009 with 6th and 7th grade students. At the end of the activities we were able to confirm the students’ interest and satisfaction, through their reports of how much they had liked to learn about athletics, to make and use the materials they produced, the meaningfulness of the knowledge they had gained which enabled them to understand the sport they were watching when it was shown on television, as well as how much they had enjoyed themselves as they learned. As such, we consider that the difficulties raised by teachers above may be related to lack of knowledge about athletics, as well as lack of continuing education courses about athletics, as found by Arruda (2013). In relation to initial training, teachers responsible for athletics-related disciplines in various universities are seeking to make them more accessible for undergraduates, through assignments that also involve the dimensions of concepts and attitudes, showing that in order to teach athletics they do not need to have a running track and official materials (SILVA & DARIDO 2011). However, many teachers currently working in schools were trained from a traditional perspective, which exclusively values the technique and use of a running track and official materials. Due to this form of training, many teachers find difficulty in teaching athletics in school Physical Education, in overcoming lack of infrastructure in schools and the emphasis place exclusively on technique and performance (Arruda, 2013). In addition, many teachers who either had no contact or had superficial contact with athletics during their teacher training, do not feel comfortable about teaching it, as shown by Matthiesen (2005b). That is to say, lack of teacher training that provides study and experience related to athletics in a more recreational and educational manner, aimed at student integration and development and knowledge about this sport, is also detrimental to teaching it in the future. In an attempt to make the teaching of athletics in schools a reality, some authors have dedicated themselves to studying it in the quest to overcome the difficulties put forward by teachers and point to new ways and possibilities. When analyzing the way in which athletics is traditionally taught, Kunz (2003, p.130) considers that it is impossible to attribute an “educational” value to athletics, given that it “it only seeks the best performance” and also contributes to students being excluded, especially the less skillful. Kunz (2003) does however present possibilities of approaching athletics which overcome the traditional form of teaching it, through different activities without altering the meaning of the sport. The author provides a good example by saying that “the meaningfulness of one’s movement in a high speed race in athletics is precisely that of running at full speed” (p.126). As such, according to the author, when the contents of athletics are studied its meaningfulness should remain unaltered, while transformations should take place in the way this objective is achieved. In this way, time can be minimized in a high speed race by running in pairs or trios; adding time together in teams as they play. These are strategies that can make it possible for children who are not fast to contribute to the success of the group (Kunz, 2003). According to Kunz (2003), transformations need to occur in relation to students’ physical and technical limitations in performing certain movements, emphasizing their pleasure and satisfaction with their movements, given that the task of the school is not to train students, but rather for them to study sport in an attractive and understandable way, including the effective participation of all students. Also with the aim of teaching athletics at school and seeking to popularize the pole vault in Physical Education lessons, Freitas (2009) noted the possibility and the contributions of teaching pole vaulting based on its history. That author’s research provided evidence of the possibility of working well with one of the most difficult components of athletics, as well as enabling students to contextualize the pole vault beyond mere technical sports issues. Studies such as that point to different ways of teaching athletics at school, contributing to demystifying justifications such as the impossibility of teaching athletics at school if there is no running track or official materials available. On the other hand, teachers working in schools need to have access to this and other research developed in the academic world and by other teachers working in schools. A good way of this research reaching teachers is to provide them with continuing education courses on working with athletics in the school context. In addition to putting them in touch with research and studies undertaken by other teachers, continuing education courses can contribute to building new knowledge about athletics, in order to overcome the difficulties faced by teachers in developing teaching practices that address athletics in a more complete and in-depth manner. In this sense, we emphasize the importance of bringing universities and schools closer together, bringing university teachers, undergraduates, postgraduate students and teachers who work in schools closer together, so that jointly they can reflect, discuss, build and disseminate new knowledge taking into consideration the reality of schools, as well as providing undergraduates with contact with this reality. Developing educational materials using DICTs can contribute to the work of teachers at school. As well as meeting a need in the area, the different resources and languages explored by these technologies can motivate students to study and learn about athletics. A good example is found in videogames related to athletics. Videogames are part of the lives of over three million Brazilians of all ages who spend considerable time playing them (Costa, 2006). Furthermore, they enable teachers to enable students to know the reality of the experiences games provide, making them bodily experiences – in the case of athletics -, thus making lessons more meaningful. As such, these games can contribute to the development of teaching practices directed towards athletics, as well as to reflection and discussion on the influence of these technologies on this sport and other body culture contents.

III. METHODOLOGY The research method used was a systematic search on an online database, followed by integrative analysis of the results. We chose the Scopus database as it is a reference of impact for peer-reviewed scientific literature, as well as being an interdisciplinary source that contributes to having a broad view of scientific publications. All rights reserved by www.grdjournals.com

Technologies in Educational Practice as a Tool for Athletes (GRDJE/ Volume 6 / Issue 4 / 002)

We began by seeking to use the five steps proposed by Torraco (2016), involving stages of integrative reviewing of the literature described as follows (Machado et al., 2019, Machado, 2020): Stage one is the formulation of research questions to show how to build intelligent cities and how they are transformed into sustainable cities. Stage two comprises defining the sources and the searches. Both need to be comprehensive, but with a specific focus, considering that scientific research using a database is a transparent and reproducible process. Stage three involves the selection of articles and/or conferences related to the problem identified, according to various eligibility criteria, such as the timetable defined, specific sources, keywords and so on. Stage four is the evaluation of the selection, an evaluation of the quality and degree of the integrative review, which will depend on the sample: it includes the sources, methods and instruments. Stage five is the process of synthesis, with qualitative and narrative analysis for qualitative and quantitative studies. The synthesis can be in the form of using a table or a model to present the results. The main method that can be used consists of reducing data; exhibiting data; comparing data; designing the conclusion and checking (Whittemore et al., 2005; Machado et al, 2019) In order to address the research problem, we worked from an exploratory-descriptive perspective using the inductive method with the aim of mapping the theme and increasing the researchers’ familiarity with the fact based on data sufficient to enable them to infer a truth. A. Searching, Analyzing and Discussing The integrative review contributes to systematic visualization of the state of the art (Machado et al., 2019) of the subject being searched and its timeline up to the level of production by area, avoiding minimization or repetition of studies, or even tending to be biased when looking at a specific theme. For the purpose of this analysis, the study was organized into five stages, namely: formulation of problems, definition of search sources, and selection of articles, evaluation of the selection and analytical synthesis of the results. The first stage is the formulation of the research problem that guides this study. This will answer the question: 1) How can information and communication technologies serve as a tool for teaching practice in teaching athletics? In order to answer this question a search was performed on the database, beginning in October 2020 and ending in December of the same year. In the second stage, i.e. definition of the search sources, criteria were defined for selecting the search, such as delimiting the database to be searched. We opted to use the Scopus electronic database (www.scopus.com), which is considered to be relevant due to the number of peer-reviewed abstracts and indexed references it holds, as well as its impact on the academic area with regard to interdisciplinarity, which is the area studied here. Based on the research problem, the third stage is the selection of articles and conferences. This involved delimiting the search terms or expressions of the research problem . The variations in the expressions used for all the searches to answer the research question in the database are presented in a broader context, in the same proposal, since a concept depends on the context to which it is related, its historical trajectory and conceptual analysis. As a basic principle of the search, we opted to include the terms and expressions in the "Title", "Abstract" and "Keyword" fields. There were no restrictions as to time, language or area of knowledge, nor any other restrictions. In the fourth stage, i.e. evaluation of the selection based on the previously defined criteria, this totaled 9 indexed publications. The first dates from 2007. We identified that the articles were written by 15 authors, affiliated to 10 institutions. We used 134 keywords to identify and index the publications, which were distributed over 13 areas of knowledge. We identified that the 9 peer-reviewed scientific publications comprising the sample would enable an integrative analysis covering the following areas: Social Sciences; Computer Science; Agrarian and Biological Sciences; Biochemistry, Genetic and Molecular Biology; Chemical Engineering; Engineering; Health Professions; Immunology and Microbiology; Mathematics; Medication; Neuroscience; Pharmacology, Toxicology and Pharmaceutics; and Physics and Astronomy. This enables the state of the art of the theme to be drawn based on the database consulted. Chart 1 shows the results of the data collection, providing an overall analysis of the results obtained from the Scopus database. Chart 1: Overall bibliometric data obtained from the Scopus database Database Scopus Technologies and teaching and athletics Search terms Search fields Total publications retrieved Authors Institutions Countries Keywords Areas of knowledge

“title”, “abstract”, “keyword” 9 15 10 7 134 13

Source: the author (2020).

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The first work was published in 2007, and was an article entitled An alternative strategy for teaching biomechanics: The long jump. The objective of the article was to develop an alternative method for teaching the principles of the Physics of Parabolic Cannonball Fire in Bioengineering, using in its place the physical-biological relationship of long jump in Athletics (La Vega; A Aguilera; Puzzella; Mallamaci, 2007). Finally, in the attempt to achieve a qualitative analysis, we perceived that this debate involves questions concerning technology, teaching and athletics. We perceived the importance of preparing technologies to work with athletics, such as the example of a collaboratively developed sports game called Atletic, involving Physical Education teachers in municipal schools in Goiânia, Brazil, directed towards the process of teaching and learning athletics at school, as presented in the next section.

IV. ATLETIC: EDUCATIONAL SOFTWARE The educational software called ATLETIC is the result of an action research study (Thiollent 2009), the purpose of which was continuing education about Athletics and DICTs for Physical Education teachers working at municipal schools in Goiânia. During the study, we sought to provide an action with the study subjects in relation to the problem identified, with the aim of seeking to develop proposals for actions capable of contributing to improving the reality and the work of teachers at their schools. In other words, we sought to link knowledge of reality with the teachers’ practices, enabling their participation as researchers of their own daily practice at school (Bracht et al., 2002). This study took place during the course entitled “Teaching Athletics”, within the Extension Project called “PRORROGAÇÃO”, developed in partnership with the Faculty of Physical Education and Dance of the Federal University of Goiás in Goiânia and the Goiânia Municipal Education Department. The course participants were 21 Physical Education teachers working at municipal schools in Goiânia. The 14 female teachers and 7 male teachers worked as primary school, middle school, high school and adult education teachers. The 40-hour course was held fortnightly during the period set aside for teachers to study and plan their lessons. The software called ATLETIC, as presented by Jenkins (2009, 2010), was developed together with the continuing education course, with the collaboration of the teachers who took part in the course. After initial identification of the difficulties and interests of those teachers with regard to athletics, we began building the software intended for teaching and learning about the types of athletic games chosen by the teachers in the first lesson of the “Teaching Athletics” course, namely: high jump, pole vault, javelin throwing, discus, hammer throwing and shot put. The ATLETIC teaching software was developed in partnership with the Integrated Network Learning Center (CIAR) of the Federal University of Goiás. The Center is linked to the Chancellor’s Office and its purpose it to support academic activities at undergraduate, postgraduate, extension and research level integrated via DICTs and distance activities undertaken by the University. The programmer, who at the time was an undergraduate student taking Software Engineering at the University, was invited to be a scholarship holder in the PRORROGAÇÃO project, with a grant from the Extension and Culture Grant Program, the purpose of which is to support the development of the University’s extension and culture actions. In order to develop the software, the undergraduate began working at the CIAR, along with the other members of its team, namely coordinators of: production, multimedia and audiovisual, interface design, illustration, responsible for: filming, photography and animation. The programming activities involved several meetings of the CIAR technical team and, at times, the undergraduate accompanied the teachers’ continuing education course lessons, with the aim of matching their teaching knowledge and demands with the programming possibilities. When developing the software, we sought to meet the needs and suggestions put forward by the teachers. Notwithstanding, it is important to highlight that their needs and suggestions were subject to the resources used to program the software and also to the knowledge and studies of the undergraduate. The software was developed as far as possible based on the teachers’ suggestions and was provided to them in DVD format, since during the first lesson they had stated that there were difficulties in accessing the internet at the schools’ information technology facilities, which might make it impossible to use the software during lessons. As such, we decided jointly with the teachers that the best way of making ATLETIC available initially would be in DVD format. ATLETIC is a free of charge teaching tool for educational purposes and was developed to be run on Windows and Linux operating systems. In partnership with the CIAR, copies of ATLETIC were made for distribution to Goiânia’s municipal schools and other interested teachers. Our intention is however to also make it available via internet so that it can reach the largest possible number of teachers, schools and students. So far the software has been shared via Google Drive with those interested in it who made contact by email <connectlab.ufg@gmail.com> and/or by Instagram Direct <@connectlab_ufg>. With the aim of bringing together theoretical and practical knowledge relating to athletics based on in-depth explanations of the problems they faced, the Physical Education teachers experienced the development of the software that provoked issues about DICTs, thus seeking to reduce their possible resistance to computer-based environments. In the case of students, the software can offer the opportunity to experience, visualize and study their movements and athletics, going beyond knowing how to do it. The name ATLETIC was suggested by the multimedia software coordinator. It is a mixture of Athletics and DICTs (atletismo and TDIC in Portuguese). As such, based on the indications, reflections and discussions that took place between the sessions with the Physical Education teachers and the CIAR technical team, we opted to prepare the software so that it had three contents: “Texts”, “Videos” and “Activities”. These resources are presented on the main screen of the software, as shown in Figure 1: All rights reserved by www.grdjournals.com

Technologies in Educational Practice as a Tool for Athletes (GRDJE/ Volume 6 / Issue 4 / 002)

Fig. 1: ATLETIC’s main screen Source: ATLETIC software

As suggested by the teachers, the “Texts” content contains short educational texts in easy to understand language and possibilities of interaction, addressing the definition and history of athletics and its objectives, basic rules, the stages of the movements of the main technical styles used, presentation and description of the implements used and world, Brazilian and Olympic records in the six forms of athletics covered by the software, namely: high jump, pole vault, javelin throwing, discus, hammer throwing and shot put, as shown in Figure 2:

Fig. 2: “Texts” resource screen Source: ATLETIC software

The “Videos” resource enables visualization of the videos and animations contained in the software, the user’s computer and the computers of other internet users. Some of the videos available were made by the CIAR filming team, together with students taking Athletics Teaching and Research Methodology at the Federal University of Goiás Faculty of Physical Education and Dance Athletics, who either do athletics activities or are athlete, while other videos were made and donated by an athletics athlete. All participants signed a form authorizing the use of their images.

Fig. 3: “Videos” resource screen Source: ATLETIC software

Technologies in Educational Practice as a Tool for Athletes (GRDJE/ Volume 6 / Issue 4 / 002)

In the “Videos” content, two videos can be visualized at the same time, using the slow motion and image selection resources. When the image is selected, the text box, paint brush with different colors and straight line tools appear. These tools enable the user to work on the image, make notes, draw, paint it, save it and share it, so as to favor reflection on the movements made by the student through the interaction of different languages. The fact of the students producing the videos enables them to visualize their own moments, comparing them to consolidated athletics techniques. Based on the videos, reflections, comparisons and discussions about athletics at school and athletics competitions can take place in Physical Education lessons.

Fig. 4: “Videos” content tools Source: ATLETIC software

The “Activities” resource contains options of jigsaw puzzles, questionnaires and suggestions for different types of athletics activities, as shown in Figure 5:

Fig. 5: Options of the “Activities” resource Source: ATLETIC software

The jigsaw puzzles and questionnaires were suggested by the teachers. Some of them tend to look for activities on sites that have games, jigsaw puzzles, crossword puzzles, and believed that this is a good resource for encouraging students to become familiar with the contents of athletics, thus favoring their learning. The jigsaw puzzle images were made based on the videos produced by the CIAR team. In order to move the pieces, the user has to click on the square at the side of the “white square”, as shown in Figure 6:

Fig. 6: ATLETIC jigsaw puzzle Source: ATLETIC software

Technologies in Educational Practice as a Tool for Athletes (GRDJE/ Volume 6 / Issue 4 / 002)

As decided jointly, the questionnaires were organized on eight levels, all of which cover the athletics activities addressed by the software. In accordance with the classification made by the teachers, Level 1 contains the easiest questions, while Level 8 contains the hardest questions. The questionnaires contain sentences that have to be completed, multiple choice answers and crosswords, and the user has to finish each activity before being able to move on to the next. When the user finishes a level, the software informs whether all the questions were answered correctly or not. This favors identification of mistakes and provokes dialogue with classmates and the teacher. In addition, if favors reading about the subject in the software texts or other sources, in order to correct mistakes if there are any.

Fig. 7: ATLETIC questionnaire options Source: ATLETIC software

The contents of the suggestions for activities are based on the experiences and discussions we had during the sessions with the teachers. Suggestions are presented for doing the different types of athletics activities in different spaces and with alternative materials. These activities seek to involve the following dimensions: conceptual, procedural and attitudinal, as well as to encourage students to produce and disseminate new knowledge.

V. FINAL CONSIDERATIONS In order to develop this software, we started by seeking to bring together a multidisciplinary team capable of producing the ATLETIC game and meeting needs related to specific knowledge of programming languages and other software requirements. It was possible to organize this team thanks to the partnership with the CIAR/Federal University of Goiás UFG, which showed interest in the project and agreed to take part in developing the software. During this process we identified difficulty in joint organization for collaboratively developing the ATLETIC game. It was necessary to overcome barriers related to personal interests, interests of the institutions involved, limitations of our knowledge needed to materialize the production of the ATLETIC game, time available for completing the software and this study, lack of public policies on teacher training, inclusion of DICTs and production of educational materials. With regard to the ATLETIC game, despite all the efforts and commitment to an interdisciplinary approach, we consider that like any educational material, the game has limitations and can be enhanced. On the other hand, as we were developing the software, we did not come across any other material with these characteristics, i.e. directed towards athletics and aiming to assist the teaching and learning process of this form of sport in school Physical Education based on DICTs. Use of DICTs in the teaching practice of Physical Education teachers can contribute significantly to student learning. They enable knowledge of the entire structure and organization of an athletics track – something that schools usually do not have -, providing detailed and animated visualization of a variety of information about athletics which can be experienced and covered in more depth through targeted activities. DICTs can contribute in different ways to working with athletics in schools. However, it is important to highlight that it is not sufficient to use new resources to carry out old practices. These is a need for new teaching practices to be put in place, for the knowledge and experiences of students to be valued and mediated by teachers, for students to be active subjects in the teaching and learning process and for activities to provide the opportunity to collectively build knowledge.

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