The emergence and development of attitudes of students towards the use of video-based media in physical education

The incorporation of video-based media in physical education has received limited attention in empirical studies concerning students' attitudes. To grasp a holistic understanding of how these attitudes manifest and evolve, it's essential to consider the specific teaching methods alongside broader factors shaping attitudes towards media usage. Drawing from the Technology Acceptance Model and attitude measurement research, a structural equation model was employed to probe attitudes towards video-based media adoption in physical education. This study involved 202 secondary students, examining the interplay between external variables and attitude dimensions. The findings indicate that access to video-based media and self-efficacy in learning with such media bolstered perceptions of usability and usefulness, while diminishing one-dimensional concepts regarding the centrality of physical movement and appropriate design choices. Interestingly, perceived usability and perceptions regarding movement centrality and design didn't directly impact usage intentions. However, improved usability and reduced concerns about movement centrality and design led to a more favorable evaluation, consequently boosting intentions to utilize video-based media in physical education. Educational interventions should underscore the advantages of incorporating media into physical education, aiming to enhance students' self-efficacy and mitigate negative attitudes. Of particular importance is the affective evaluation of video-based media usage, as it appears pivotal in determining actual usage.