Year: 2011
Type: article
Abstract: Pedometers have been found to be a valuable teaching tool in physical education class at almost every level of education (Scruggs, Beveridge, Eisenman, Watson, Shultz & Ransdell, 2003). While there are a variety of different pedometer styles, shapes and sizes, the information that can be compiled from each can be just as different. The basic pedometer can measure steps taken, distance, time a person is in activity, calories burned and a few other fundamental measures. In addition, some pedometers record heart rate, have time-of-day displays, are weather resistant, have alternate metric capabilities and provide easy-to-read displays. There has been a variety of research studies conducted with pedometers and the findings have consistently reported using the technology device to be beneficial as both an instructional aid as well as a measurement device for activity during physical education. For example, the research has found that pedometers are a valid method of measuring the amount of physical activity in physical education class; pedometers are easy to use, cost effective, break resistant, come as waist or wrist mounted features and with different measurement capabilities, the devices make students accountable for their activity during physical education class (Barfield, Rowe, & Michael, 2004; Easton, Rowland, & lngeldew, 1998; Tudor-Locke, 2002; Welk, Corbin, & Dale, 2000). Thus the question can be asked, "How can a Physical Education Teacher Education (PETE) program take the research findings as well as school-based teaching reports from different levels and implement them into PETE classes for the purpose of preparing students to use pedometers in their field-based experiences or as a professional physical education teacher with classes.
Authors: Robert Christenson, David Barney
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2626553438