Physical Education Teacher and Students’ Perceptions of Using Motion Analysis App Technology

In schools, digital technology has been used to record students’ motor skill performance to create records of skill execution and the tactical dimension of game performance. Informed by the Technological Pedagogical Content Knowledge framework, this study determined a physical education teacher and students’ perceptions about using a motion analysis mobile application during 20 lessons of a middle school badminton unit. The critical incident technique with students and the semi-structured interviews with the teacher were conducted to gauge their perception of technology. Seven major categories and 48 sub-categories were established from the critical incident sheets. The thematic analysis was applied to understand the teacher’s perception of the app. Along with the three themes that describe the perceptions of the mobile app: (a) Survival to Impact, (b) Teacher’s student-centered Pedagogical Skill, and (c) Not Always ‘APP’ropriate, the app provided stakeholders with innovative teaching and learning opportunities on game performance.