(wow) Words Of Wonders Level 2399 Answers – Background: Many children do not engage in adequate physical activity, and there are significant differences in physical activity among children. In addition to their primary role as educators, teachers are often seen as qualified to make a significant contribution to promoting physical activity. As the demand for wearable technologies to promote physical activity has increased significantly in recent years, there is a need to gain a better understanding of teachers' attitudes towards the use of such devices to promote physical activity in schools and the data they collect.
Method: Semi-structured interviews were conducted with 26 UK-based primary school teachers to explore their responses to children's physical activity information and their views on the use of wearable technologies during the school day. Interview discussion was facilitated by an opt-out technique in which participants were presented with graphs showing children's physical activity at school obtained from secondary wearable technology data. Interview transcripts were thematically analysed.
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Results: Most teachers spoke positively about the use of portable technologies specifically designed for school use, emphasizing benefits and possible considerations. Many teachers were able to understand and critically interpret data showing uneven patterns of physical activity within and between schools. The presentation of the data encouraged the teachers to provide explanations for observable patterns and emotional responses – especially variations – and showed motivation to change current conditions in schools.
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Conclusion: These results suggest that primary school teachers in the UK are willing to integrate wearable technology to measure children's physical activity in their activities and can interpret the data produced by such devices. Visual representations of physical activity elicit strong responses and can therefore be used as an effective stimulus to inform school practices and policies that seek to address physical inactivity and inequality in schools while working with teachers.
Physical activity is important for children's physical and mental well-being, cognitive and social development, providing a strong foundation for future health (Hansen et al., 2018; Wassenaar et al., 2020) and academic performance (Barbosa et al. , 2020; Norris et al., 2020). In addition, there are significant differences in children's physical activity, and several studies have shown that girls (Steen-Johannasen et al., 2020) and those from lower socio-economic backgrounds (Kay, 2016; Moore et al., 2017) are not as active. . Various stakeholders often see schools as promising institutions that have a positive impact on physical activity and wider health behaviors (Spotswood et al., 2019). However, previous school-based interventions have had little success (Love et al., 2018; Cassar et al., 2019) and there is uncertainty about the most effective approaches to influence physical activity in schools. (Daly-Smith et al., 2020a )).
The popularity and availability of wearable technologies has increased significantly in recent years, and products such as the Fitbit and Apple Watch have achieved significant commercial success. Wearable devices – and the data they generate – are now firmly embedded in what Millington (Millington, 2016) describes as the second fitness boom. Among researchers who want to promote physical activity, wearable technologies are increasingly being used as a tool to support behavior change (Brickwood et al., 2019; Western et al., 2019). Some school-wide physical activity interventions have reported positive results with the use of pedometers or wearable technologies for monitoring or support (Salmon et al., 2011; Eather et al., 2013; Morris et al., 2019). Indeed, it has been argued that data-based decision-making can inform and develop teachers' educational practices (Mandinach and Gummer, 2015). As wearable technologies and their digital platforms continue to improve, it will become more feasible to use these technologies to inform strategies, interventions, and whole-school approaches to promote physical activity. However, in this rapidly changing context, there is a need to learn how to use wearable technologies in schools and to understand the perspectives of end users, especially regarding risks.
The use of technology in schools certainly raises wider educational and welfare issues, as schools are primarily places of learning and development. Although Borthwick et al. (2015) note the innovations and improvements that technology can bring, and the authors raise concerns about data privacy and security, reliance on private companies and equal access for all students. In contrast, however, an optimistic view of the use of technology can be seen in Casey et al. (2017) state that technology has the potential to “be a valuable pedagogical tool to support learning in an individualized and developmentally appropriate way” (p. 299). An important point also made by Casey et al. (2017) that there is a need for a profession-wide debate about the use of technology in schools and that teachers' perspectives are crucial.
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Moving away from discussing the potential benefits and risks of wearable technology to support school-based physical activity, some studies have focused on aspects of adoption and implementation. Martin et al. (2020) found that when teachers use wearable technology, it is used to implement their preferred pedagogical approach – rather than supplement or replace their current practices. Bodsworth and Goodyear (2017) challenge the assumption that teachers are competent and confident, using digital technology to support learning, and emphasize the importance of reflection to modify and develop their practices. Wyant and Baek (2019) acknowledge that the adoption of technology is slow and offer suggestions to better support teachers who wish to adopt it. Likewise, Almusavi et al. (2021) outline eight conditions they found that influenced teachers' willingness to integrate portable technology; She emphasized the importance of positive assessments from teachers to track progress and encourage movement through quantitative observation.
The broad objective of this study was to gain a better understanding of teachers' attitudes towards the use of portable technologies in primary schools. This intention is justified on the basis that physical inactivity and related inequalities remain a challenge, and teachers often play a central role in influencing children's physical activity (Eather et al., 2013; Daly-Smith et al., 2020a). Technology is being used more inside and outside of schools as a modern innovation. Indeed, Morris et al. (2019) that consultation and participation with teachers is important when developing and implementing physical activity promotion strategies.
Taken together, the growing literature in this area suggests that wearable technology may have positive benefits for students when critical concerns are raised. Furthermore, teachers seem eager to engage with technology despite the significant challenges that must be overcome. Our goal here is to add to this knowledge base by trying to answer the following questions: (1) What are the possibilities and concerns of teachers regarding the use of portable technologies within schools?, (2) How well did teachers understand the visual representation of physical activity data from wearable technologies?, and (3) How will educators respond to physical activity data from wearable technologies?
This project received ethical approval from the University of Bath Health Research Ethics Approval Committee (PE 19/20 046). Information sheets were provided to participants online and consent was obtained before the interviews took place for the benefit of the participants. Before the teachers' attitudes towards the use of wearable technologies could be investigated, it was necessary to collect and analyze the children's physical activity within the school and create a series of illustrative graphs. These graphic visualizations were used as a basis for discussion in the qualitative interviews during the empirical phase of this study.
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It is important to ensure that data visualization presented to educators is derived from an authentic dataset containing reliable measures of physical activity. Anonymized data on physical activity was obtained from Moki Technology
Starting in the 2019/20 academic year, before school closures related to COVID-19 (September 2019-February 2020). The mechanical reliability of these devices was investigated using a multi-axis simulation table (MAST-9720; Instron Structural Testing Systems Ltd, High Wycombe, UK), (see supplementary material).
The dataset includes 2,053 students. However, according to previous research, student data were included in the analysis if they were collected for more than 4 hours between 8 and 8 of at least 3 school days (Jago et al., 2018; Daly-Smith et al., 2021 ). :00-16:00. A zero score criterion of 30 minutes was used to determine non-wearing time and was removed from the analysis. The final sample consisted of 1,234 children (686 boys and 548 girls) from 35 schools. The average number of days collected was 12 (3–58 days, SD = 10), with an average of 6.5 hours per day (4.5–8 hours, SD = 0.5). Microsoft Excel was used to clean and analyze data to create 14 simple graphs showing the school's physical activity within and during the school day (Figure 1). Charts are made from raw data in Microsoft Excel, not from Moki software. Chart descriptions are given in Table 1.
Figure 1. Graphs shown to teachers during semi-structured interviews. *Note that the data in graph 4 is presented differently, 47% of students achieved the MVPA target.
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Primary school teachers across the UK are being recruited for the period July-August 2020. The aim was to recruit teachers who represent different demographics and regions in the UK. The final sample included 26 teachers from 23 schools from 13 counties in the United Kingdom (or 2). Three teachers have personally used Moki technology
Before that, three others heard about the company. The data does not contain school identification information. Details of the three teachers who used Mokki devices before, their performance is practical
