Running head: VIDEO TECHNOLOGY IN MIDDLE SCHOOL PHYSICAL EDUCATION

The Effects of Video Technology in Middle School Physical Education

Research Proposal for Investigating the Effects of Video Technology on Physical Fitness

Brooke Monroe

Towson University
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Abstract

In this proposed quasi-experimental study, video technology will be incorporated into a middle

school physical education fitness curriculum to determine if video technology can increase the

five components of health-related fitness which include cardiorespiratory endurance, upper body

muscular strength, abdominal muscular strength, flexibility, and body composition. The

proposed study will also examine student perceptions of the incorporation of video technology to

identify if there is an effect on student attitudes, engagement, and motivation. Study participants

include sixth grade physical education students at Bel Air Middle School in Harford County,

Maryland with a wide range of physical and cognitive abilities. The participants will be selected

using convenience sampling based on pre-existing physical education classes. A total of four

classes will be involved in the study with two classes randomly assigned as the control group and

two classes randomly assigned as the treatment group. The dependent variable is student physical

fitness scores, and the independent variable is video technology. This mixed-methods study will

obtain quantitative data by assessing the results of a pre-test and post-test that assesses student

physical fitness performance. Qualitative data will be collected through teacher observation and

focus group interviews with students. The results of the study are anticipated to indicate an

increase in the health-related components of physical fitness in students who were exposed to

video technology throughout instruction. Results will also reveal that the incorporation of video

technology in physical education can increase student engagement, produce positive student

attitudes towards fitness activities, and increase student motivation.

Keywords: video technology, health-related fitness, physical fitness, attitudes, engagement,

motivation
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The Effects of Video Technology in Middle School Physical Education

Background

Over the past decade, there has been a significant increase in sedentary behaviors that

have the potential to negatively impact the health and well-being of adolescents (van Sluijs et al.,

2021). Studies show that globally, one in five adolescents aged 10-24 years old are either

overweight or obese (van Sluijs et al., 2021). In recent years, screen-based behaviors such as

watching TV, playing video games, using smartphones, and engaging in social media have

increased significantly, contributing to an increase in sedentary behaviors in adolescents. These

high levels of inactivity in adolescents contribute to many negative health consequences

throughout adulthood such as obesity, smoking, unhealthy diets, depression, anxiety, infectious

disease, injury, diabetes, hypertension, and multiple other non-communicable diseases (van

Sluijs et al., 2021).

During adolescence, the choices that one makes regarding personal lifestyle choices and

behaviors can continue into adulthood. This includes the choice to be physically active (Kumar

et al., 2015). The World Health Organization recommends that adolescents aged 5-17 years

should participate in at least 60 minutes of moderate to vigorous physical activity each day.

Additionally, activities that strengthen muscle and bones should be incorporated at least three

days a week (World Health Organization, 2022). Physical activity is defined as “any bodily

movement produced by skeletal muscles that results in energy expenditure” (Caspersen et al.,

1985, p. 126). High quality physical education programs are needed to develop adolescents’

physical literacy and provide opportunities to develop lifelong physical activity skills. A high

quality physical education program consists of instructional strategies that emphasize well-

designed lessons and content that gives students the opportunity to be physically active during

class. A high-quality physical education program also uses regular assessment to allow students
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to conduct self-assessments and practice self-monitoring of physical activity (High Quality

Physical Education, 2015). Physical education plays an important role in school curriculum as it

is the only program that provides students with opportunities to learn physical motor skills that

enhance development, improve physical well-being, and provide opportunities to increase the

value placed on physical activity. These programs also increase levels of physical activity and

health-related physical fitness (Gao, et al., 2008). Physical fitness, which can be defined as the

ability to carry out daily tasks and activities with optimal performance, endurance, and strength,

can be measured by its health-related components: aerobic capacity, muscular endurance,

muscular strength, body composition, and flexibility (Caspersen et al., 1985). Aerobic capacity is

a measure of the ability of the heart, lungs, and muscles to perform sustained physical activity.

Muscular strength is the maximum force the muscles can exert in a single effort while muscular

endurance is the ability to sustain or repeat muscular activity over time. Body composition

describes the percentage of fat, bone, and muscle in the body. Flexibility describes the range of

motion of muscles at the joint (Caspersen et al., 1985).

Unfortunately, at the middle school level, physical educators see a significant decrease in

student motivation towards their physical activity levels and health-related physical fitness (Gao,

et al., 2008). For many students, physical education class is the only opportunity to be engaged

in physical activity. Therefore, the physical educator is to provide maximum physical activity

time within the class period while teaching skills that transfer into physical activity outside of

physical education class. To do this, the physical educator must create engaging class activities

that increase students’ motivation and engagement to participate in physical activity. This can be

accomplished through the incorporation of digital technology, which already permeates the

everyday lives of children and youth. Video technology, “technology that involves the recording
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and playing back of moving pictures and sound”, is one of the many types of technology that can

be incorporated in the physical education setting (Vale et al., 1996). A few examples of video

technology include tools that capture video, tools for video creation, video feedback applications

and software, video analysis, and educational videos.

Although many researchers have conducted studies to determine the impact of specific

types of technology (such as pedometers, heart rate monitors, exergames, and fitness tracking

devices) on student physical fitness levels, there have not been studies conducted to determine

whether the incorporation of video technology can improve students’ overall physical fitness.

This research will answer the question, does the incorporation of video technology in middle

school physical education increase the five health-related components of students’ physical

fitness?

Statement of Purpose

Studies have shown that the incorporation of video technology in physical education can

improve student performance of physical motor skills, promote self-regulated learning, and

increase cognitive knowledge. However, there have not been any studies conducted to determine

whether video technology can improve students’ physical fitness in the physical education

setting. Many studies have revealed that the incorporation of video technology in physical

education can increase student motivation and engagement to participate in physical activity.

This is an important finding since there is a significant decrease in motivation and engagement at

the middle school level. Because video technology can increase student motivation and

engagement to participate in physical activity, this proposed study will advance knowledge

toward whether physical educators should use video technology as a teaching and learning tool

to improve students’ physical fitness. By developing a more thorough understanding of how

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video technology impacts students’ physical fitness levels, physical educators can better design

instruction that will give students the confidence and skills to continue to participate in physical

activity throughout their lifetime.

Literature Review

There is a developing body of literature which suggests that learners benefit from digital

video technology in physical education in a variety of ways: improved learning of motor skills

through feedback, self-regulation of learning, improved content knowledge, and increased

motivation and engagement in learning. Motor skills in physical education include locomotor

skills, object control skills, and stability skills. A few examples include running, jumping,

kicking, throwing, catching, and balancing (Gao et al., 2021). Self-regulation of learning relates

to one’s ability to organize thoughts, feelings, and behaviors to achieve learning goals. Self-

regulation requires students to plan and self-reflect on their own progress towards learning goals

(Paleo et al., 2021). Content knowledge refers to the “fact, concepts, theories, and principles that

are taught and learned” in physical education (Great Schools Partnership, 2016a). The benefits of

incorporating digital video technology will be shared in detail in the following paragraphs that

summarize some of the studies that have been conducted on the relationship between digital

video technology and student learning in physical education.

Improved Learning of Motor Skills Through Feedback

The first outcome of incorporating digital video in physical education is improved

learning of motor skills. This can be achieved through video feedback and self-assessment using

video technology. Many studies have been conducted to evaluate the effect of digital video

technology on students’ motor performance in physical education. One researcher aimed to

determine the impact of using technology-enhanced video feedback on swimming performance

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in a fifth-grade physical education class in Germany (Kretschmann, 2017). The experimental

group used a standardized video analysis and feedback program using a tablet computer.

Students were exposed to video feedback immediately after completing swimming exercises.

The video analysis incorporated slow-motion video to evaluate front crawl performance. The

control group was not exposed to any video technology. This group of students was provided

only verbal feedback and direct instruction by the teacher. The results of the study showed that

the experimental group’s motor skill performance improved significantly more than the control

group. In post-interviews, students shared that mental imagery and self-assessment using slow-

motion video technology impacted student learning and improved front crawl technique.

Research conducted by Palao, et al. (2013) revealed the impact of video technology on

student performance in physical education by assessing 60 students in a secondary school in

Spain. The students participated in a track and field unit to develop student skills and knowledge

in hurdles. The teacher showed a video of an elite athlete completing a set of hurdles at the

beginning of the unit to demonstrate the skill being taught. The teacher also incorporated video

recordings of students to provide specific feedback to enhance student skills. The video software

allowed the performers to capture video clips and review them in a frame-by-frame playback.

The results of the study summarized that teacher-led video feedback resulted in “significant

improvement in skill execution, technique, and knowledge learning” (Palao, et al., 2013, p. 9).

“Feedback is an utmost valuable asset in improving students’ motivation and motor

performance (Kretschmann, 2017). Whereas traditional forms of student feedback are often

delayed, video feedback is instant, which increases learning outcomes. Video feedback also

provides an opportunity to engage students in self-assessment and peer assessment, which allows
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students to be actively involved in adjusting their own motor skills through reflection. It gives

students a clearer idea of the skill executions that they have completed or are about to attempt.

Self-Regulation of Learning

The second outcome of incorporating video technology in physical education is student

self-regulation of learning. Researchers have found that there is a strong correlation between

observational learning and self-regulation. In a study conducted by Trabelsi et al, a group of

researchers aimed to discover whether the incorporation of video modeling examples (VMEs)

impacted secondary students’ self-regulated learning experiences (2021). Video modeling is a

form of observational learning that involves the learner watching a video of a skilled model

demonstrating a specific motor skill or task to be performed. Video modeling has been shown to

be effective in teaching new skills to learners. In the study, the teacher was not allowed to

provide any feedback or instruction and was also instructed to observe peer interactions and stop

any form of cooperative learning between students. A few important aspects of the video

modeling examples include that the pace of the videos was decelerated, each skill was recorded

from different angles, and the videos’ picture was adjusted for best viewing. The videos were

projected onto a wall and repeated automatically throughout the class. Students viewed the video

as many times as they wanted and then practiced the skill as much as possible.

The results of the study revealed significant improvements in both male and female skill

performance, even without feedback and guidance from the teacher or peers. The improvements

were a result of “the development of a reliable internal reference” through the repeated viewing

of VMEs (Trabelsi et al., 2021, p. 353). In this study, the most important component that

contributed to student improvement was self-regulated learning, which encouraged students to

“encode information elaborated from VME content into representations in the visual working
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memory” (Trabelsi et al., 2021, p. 353). In student interviews, individuals shared that the

repeated viewing and interpreting of video content was the most used learning strategy to aid in

skill acquisition. Mental rehearsal was used by students to use “their mental functions to create

internal associations or recreate external events” (Trabelsi et al., 2021, p. 355). Self-talk and self-

assessment allowed students to identify areas of weakness and then aim to improve their

performance. Students also shared that they used mental rehearsal to rehearse the motor skill

before performing the skill. Studies have shown that mental rehearsal can help the learner

develop motor skills. Students also engaged in instructional internal dialogue with themselves

which allowed them to evaluate their motor performance and compare them with the skills

demonstrated in the video model.

A limitation of this study is that the researchers did not use any technological software to

assess student performance for the study. This could have impacted the results of the study.

Researchers have shared that the use of movement analysis applications to assess motor skills

can enhance the accuracy of assessing motor skills in physical education. This is important to

take into consideration for future studies relating to student performance of skills.

In a typical physical education class, the physical education teacher demonstrates many

of the motor skills to be learned by students. Oftentimes, the teacher is not necessarily an expert

at performing these skills. When a teacher demonstrates a skill, students may only be able to

view the skill being performed a few times. This may not give students enough time to

internalize and interpret the skill to be learned. Using video modeling examples not only allows

students to view a skill demonstrated by an expert, but it allows students to view a skill over and

over to assimilate the new visual information to create mental representations of the displayed

motor skills. Because most skills learned in physical education are motor skills, the use of video
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modeling examples and other forms of video technology can greatly benefit student learning and

skill acquisition. Additionally, in a large physical education class, the teacher may have difficulty

providing assistance to all students during class. Incorporating video modeling examples can

maximize learning because students do not have to wait long periods of time to receive

assistance from the teacher. Instead, students can use self-regulated learning to develop motor

skills instead of relying solely on the teacher. It is important to note that this study did not

incorporate teacher feedback or guidance. The role of the physical education teacher can play a

significant role in self-regulated learning and help provide even greater learning opportunities

and outcomes.

Increase in Cognitive Knowledge

The third outcome of incorporating video technology in physical education is an increase

in student cognitive knowledge of movement concepts, skills, principles, strategies, and

behaviors. This aids in the development of motor skills and performance in physical activities. A

study conducted by Osterlie and Mehus (2020) assessed the knowledge of 206 Norwegian

students from six secondary schools. The students were divided into an intervention group and a

control group. The intervention took place over a three-week fitness unit. Both groups received

the same instruction during class, but the intervention group was provided with an additional

video resource that could be accessed outside of class for homework or before the class started.

The resource was an online educational video that gave an overview of the upcoming class

content. Each video included embedded quiz questions to develop a deeper understanding of the

content. In the study, both the control group and intervention group were assessed using a

multiple-choice questionnaire of the content learned throughout the fitness unit. The intervention

group scored higher than the control group on the questionnaire, revealing that the
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implementation of video has an effect on increasing cognitive knowledge and understanding

(Osterlie & Mehus, 2020). This effect could lead to students spending more time learning about

the material.

In a study previously mentioned, Trabelsi used written tests to assess students' knowledge

of gymnastics before and after the video intervention. The test results showed that students

significantly improved in their knowledge of gymnastics through the repeated viewing of video

modeling examples. It is believed that knowledge and motor skills are tightly connected (Klupp

et al., 2021). This is explained by Piaget’s theory which states that the sensorimotor stage is the

first stage of adaptation in cognitive development. His theory explains that as young children

learn and perform new motor skills, cognitive processes are used to help shape their perceptions

of the world around them. In order for students to execute a motor skill, students must know the

sequence of movements, which involves understanding the knowledge of facts relating to the

skill. Based on the results of the study, it is believed that the students were able to develop a

strong knowledge of gymnastics through “mobilizing higher brain functions such as complex

perception, judgment, and memory (Trabelsi et al., 2021, p. 354).

Increased Motivation and Engagement

The final outcome of incorporating video technology in physical education is to increase

student motivation and engagement to participate in physical activities. There is clear evidence

that there is a decline in student motivation to participate in physical education class as students

move into secondary education. Keeping students actively engaged in the learning process can

contribute to an increase in motivation. The incorporation of video technology can increase

student engagement in physical education which can lead to an increase in motivation to

participate. A study conducted by Casey and Jones (2011) aimed to incorporate video technology
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to focus on reaching low ability students who seemed to be disengaged in physical education

class. In each lesson, students viewed an expert’s skill and then practiced the skill. Students were

videoed by the teacher to give students an opportunity to compare their skill performance with

the expert’s skill performance. The incorporation of slow motion and freezing video aided in the

learning process. Throughout the unit, the teacher incorporated a variety of technology

interventions such as video recording, video playback, instant replay, and still image analysis.

The results of the study were collected through qualitative measures such as interviews,

observations, student evaluation forms, and journaling. The results of the study revealed that

students demonstrated a deeper understanding of the content as a result of incorporating video

technology, which led to higher engagement throughout each lesson. Students were able to

identify the errors of their peers, ask in-depth questions, and respond to questions in a

meaningful way. Through group discussion, students were able to connect what they had learned

into real-life contexts, which is an important aspect of keeping learners engaged and motivated

(Casey & Jones, 2011).

Multiple other studies have incorporated methods to assess student motivation through

the incorporation of video in physical education. In a qualitative study conducted by O’Loughlin

et al. (2013), digital videography incorporated into learning situations increased student

motivation. Another study found that student groups provided with a combination of video

feedback and teacher feedback improved student motivation compared to groups with only one

type of feedback (Roure et al., 2019). Exergaming, digital video games that require body

movements to play, have also been examined by many studies. In their study of active video

games in physical education, Hansen and Sanders (2010) found that the incorporation of play can

lead to an increased desire to participate in physical activities. Additionally, Sun (2012)

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examined student motivation in a fitness unit that used exergaming as a means to increase

student interest in fitness activities. The results of the study proved that students who participated

in the fitness unit that incorporated exergaming had higher interest in activities compared to

students that were not exposed to exergaming.

Statement of the Hypothesis

The incorporation video technology that involves the recording and playing back of

moving pictures and sound will improve middle school students’ physical fitness, which is

composed of aerobic capacity, muscular endurance, muscular strength, body composition, and

flexibility. Additionally, incorporating video technology will increase student engagement,

which will extend the level of student motivation to participate in physical activity.

Methods

Participants

The research study will be conducted at Bel Air Middle School in the Harford County

Public School system in Maryland. This rural school has an enrollment of 1,138 students in

grades sixth through eight. The student body consists of females (59%) and males (41%) with

8% of students being Asian, 9% of students being African American, 8% of students being

Hispanic, and 75% of students being White (Maryland State Department of Education, 2023).

This site was chosen because the researcher has ease of access to the site.

Convenience sampling will be used to study existing groups of students to gather

quantitative data. Stratified random sampling will be used to gather qualitative data. Twenty-four

students will be selected to participate in focus group interviews at the end of the study. These

students will include a balance of gender and ability level. The four physical education classes

used in this study have been predetermined at the beginning of the school year and include
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students with a wide range of physical and cognitive abilities. The students in each group share a

similar demographic in regard to gender and ethnicity. The sample will include 120 sixth grade

physical education students from four classes at Bel Air Middle School in Harford County,

Maryland (30 students per class). The students are in their first year as students at Bel Air Middle

School and are ages 11 and 12. A total of 50 students are males and 70 students are females. Two

classes will be randomly assigned as the experimental group (n=60) and two classes will be

randomly assigned as the control group (n=60). Students who participate in the study will need

to provide parent/guardian consent, which may affect the sample size of students. Students

entering sixth grade have not had experience participating in the middle school physical

education curriculum. This will allow the researcher to gather accurate results in both qualitative

and quantitative data collection and also reduce sampling bias. The sample size represents

middle school students in grades six, seven, and eight who often experience a lack of motivation

and engagement to participate in physical activity.

The classes will be taught by two experienced physical education teachers. One teacher

has six years of teaching experience, and the teacher has fifteen years of teaching experience.

Both teachers will take part in an orientation to the study before the practical intervention

commences. This orientation will consist of four meetings. The orientation will provide the

teachers with specific guidelines on how to conduct FitnessGram testing procedures, how to use

the video software program, and explain the practical aspects related to the unit and activities.

Measures

FitnessGram Assessment

In this study, physical fitness will be assessed using the FitnessGram assessment to

measure the five components of health-related fitness. The FitnessGram test, created by The
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Cooper Institute, is an evidence-based physical fitness assessment and reporting tool that

measures student physical fitness levels (Fitness Assessment, 2022). One of the unique features

of this assessment is that the teacher can produce individualized reports for each student in class.

The reports provide feedback based on whether the student achieved the criterion-referenced

standards for physical fitness. These standards are age and gender specific. The database system

allows data on individual students to be tracked and compiled over time.

The health-related physical fitness tests are designed to assess cardiovascular fitness,

upper body muscular strength, abdominal muscular strength, flexibility, and body composition.

Cardiovascular fitness will be measured using the PACER test and one mile run test. The

PACER test is a multistage fitness tests that is progressive in intensity. The objective is to run as

long as possible with continuous movement back and forth across a 20-meter space at a specified

pace that gets faster each minute. The objective of the one mile run test is to run one mile at the

fastest pace possible. Body composition will be measured by gathering students’ height and

weight to determine individual body mass index. Muscular strength and endurance tests will

measure abdominal strength and endurance as well as upper body strength and endurance. The

curl-up test and sit-up test will be used to measure students’ abdominal strength and endurance.

For both tests, students are required to complete as many sit-ups and curl-ups as possible while

using the correct movement and form. Upper body muscular strength will be measured with the

push-up test, which requires students to perform as many push-ups as possible using the correct

movement and form. Student flexibility will be measured using the trunk lift test, sit and reach

test, and shoulder stretch test. The trunk lift measures back flexibility, requiring the student to lift

the upper body off the floor using the muscles of the back and hold the position to allow for

measurement. The sit and reach test measures lower body student flexibility by requiring
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students to reach a specified distance on the right and left sides of the body. The shoulder stretch

test measures upper body flexibility. Students must touch the fingertips together behind the back

by reaching over the shoulder and under the elbow. The FitnessGram assessment will be used to

compare the performance between the experimental and control groups. This assessment will be

used twice, as a pre-assessment and a post-assessment.

Morrow et al. (2010) reported good criterion-related reliability and validity for individual

FitnessGram fitness items in a study that examined the quality of large-scale physical fitness

testing to determine if reliability and validity of the obtained test results from the FitnessGram

assessment were related to potential confounding variables. The results indicated that the validity

of teacher-administered tests is good when compared to highly trained individuals. Collected

data reflects the capabilities of physical education teachers to conduct fitness tests and enhance

the overall quality of large-scale physical fitness testing (Morrow et al., 2010). Morrow et al.

(2010) concluded that since reliability and validity can increase with training, it is important for

those considering large-scale testing to include plans and rationale for conducting widespread

training on the administration of specific items to be tested. The PACER test has shown

acceptable concurrent validity and criterion referenced validity with measured VO2 max and

estimated VO2 max from the PACER test (Morrow et al., 2000). Moreover, equivalent reliability

scores have indicated that most individuals were correctly classified for cardiovascular fitness

using the PACER test and one-mile run test (Plowman & Yan-Shu, 1999).

Observations

The SOFIT (The System for Observing Fitness Instruction Time) instrument will be used

to assess and collect data on students’ physical activity during class. This instrument has been

tested for validity by multiple studies and has proven to be a valid instrument for observation
VIDEO TECHNOLOGY IN MIDDLE SCHOOL PHYSICAL EDUCATION 17

(Kostic et al., 2020). This instrument was used in a study that collected data on the active

workout time of students in physical education classes applying organizational-methodical forms

of work. The SOFIT instrument collects data for assessing student activity levels. Direct

observation by two nonparticipant observers will be used to gather qualitative data. The

nonparticipant observers will be four physical education teachers. The observers will participate

in two sessions of training prior to the study. The goal of using SOFIT instrument is to determine

how much time students are actively working out. An active workout time is time spent working

at a higher exertion than natural activities such as walking. The observers will use laptops that

contain a digital form where they will record basic data on the students that are observed. Each

observer will randomly select five students during class. The observer will observe one student

for four minutes and then move on to observe the next student, and so on until the end of class.

For the four-minute observation, the observer will watch the student for ten seconds and then

spend the next ten seconds recording the observed data on the form. Each observer will wear

headphones connected to their laptop that will signal every ten seconds. Observers will code

student activity one a scale from one to five. Code one represents that the student is lying down.

Code two represents that the student is sitting. Code three represents that the student is standing.

Code four represents that the student is walking. Code five represents that the student is actively

working out. This method of observation will be used for both the control group and the

treatment group to compare levels of active physical activity during physical education class.

These observations will take place five times throughout the fitness unit (once each week).

Interviews

Two focus group interviews (12 students per group) will be conducted identify student

perceptions on the incorporation of video technology to increase physical fitness. Twelve female
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students and twelve male students will be randomly chosen to participate in focus group

interviews. Groups have been divided into male and female groups to increase comfort levels

and encourage students to express their ideas with similar individuals (Morgan 1996). Each focus

group interview will last sixty minutes, and two tape recording machines will be used to record

student responses. Focus group sessions will focus on the impact of the video technology

approach on students’ engagement in the learning process, students’ motivation during activity,

and overall experience using video technology in physical education. The probing questions

were drawn from a study that assessed students’ perceptions of heart rate monitor use in physical

education class (Partridge et al., 2011). The questions were modified to include “video

technology”. The following probing questions will be used:

1. Tell me the good things about using video technology during physical education

class.

2. Tell me the bad things about using video technology during physical education class.

3. Do you think you were more active during physical activity because you used video

technology? Why or why not?

The facilitator of each focus group will ask follow-up questions and probe the group throughout

the interview to extract relevant information.

Procedures

Prior to the study, the researcher and a group of physical education teachers will

determine what specific video technology will be used throughout the study. Video content will

be created to teach new skills and concepts, demonstrate exercises, and provide instruction for

FitnessGram testing. Online videos such as workouts and expert modeling will be selected to use

in physical education warm-ups and fitness unit activities. At the beginning of the school year,
VIDEO TECHNOLOGY IN MIDDLE SCHOOL PHYSICAL EDUCATION 19

students will be informed of the upcoming study, their role as participants in the study, and how

their participation will help future instruction for students. All students will be provided with a

letter of consent that will be sent home. The letter of consent must be reviewed and signed by the

parents/guardians of students to allow students to participate in the study.

Warm-Ups

In the first week of the study, students in the control group will participate in physical

education warm-ups for the first five to ten minutes of each class. During warm-ups, the physical

education teacher will provide direct instruction to demonstrate specific strength exercises and

flexibility exercises that will be performed on the FitnessGram assessment. Students will practice

these exercises as a class to learn the correct form. Students in the experimental group will use

their school laptop to access videos that demonstrate each strength and flexibility exercise that

will be performed on the FitnessGram assessments. Students will have the ability to replay the

videos and watch the videos in slow motion. Students will practice these exercises individually.

Throughout the remainder of the study, students from both groups will continue to be exposed to

fitness activities and exercises during the warm-up portion of class. The experimental group will

continue to be exposed to warm-up activities that include video technology and the control group

will participate in warm-ups without the exposure of video technology. The continuation of

fitness activities during warm-ups will allow students to improve their health-related fitness to

prepare them for the FitnessGram post-assessment at the end of the study.

FitnessGram Pre-Assessment

Students from the control group and experimental group will participate in the

FitnessGram pre-assessment which will measure upper body muscular strength and endurance,

abdominal muscular strength and endurance, cardiorespiratory strength and endurance, and
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flexibility. Body composition will be collected by recording students’ height and weight. Both

groups will set personal goals for each test. The control group will be provided with direct

instruction by the physical education teachers. Teachers will verbally describe how each test will

be conducted. For each test, the teachers will demonstrate each skill in front of students and then

give students an opportunity to practice the skill before testing. The experimental group will use

their school laptop to access videos that explain the test instructions and demonstrate each

FitnessGram test. All students in the study will record their fitness testing scores on a personal

recording worksheet. The teacher will take these scores and insert them into the FitnessGram

online database.

Fitness Unit

Students from both groups will participate in a five-week fitness unit. Both groups will

participate in similar activities and lessons based on the Harford County Public Schools fitness

curriculum. The objective of the fitness unit is to increase students’ fitness levels, understand the

benefits health-related fitness, demonstrate knowledge of basic principles of exercise, and

demonstrate responsible use of equipment. The four-week unit will consist of the following

structure:

Week 1: Students will learn fitness concepts such as taking heart rate, finding

target heart rate zone, and understanding the “FITT” principle (frequency, intensity, time, and

type). Students will be utilizing the school fitness lab that contains fitness equipment such as

stationary bikes, ellipticals, rowers, resistance bands, dumbbells, and a TRX system (total

resistance exercise). Students will learn how to properly use exercise equipment to achieve the

most benefit out of exercise. The control group will receive direct instruction by the physical

education teachers without the use of any video technology. The experimental group will use
VIDEO TECHNOLOGY IN MIDDLE SCHOOL PHYSICAL EDUCATION 21

video technology such as workout videos and instructional videos to teach concepts, skills, and

increase knowledge of fitness. Students from both groups will spend the week completing

teacher-directed workouts to practice using fitness equipment.

Week 2: Students will build on their fitness knowledge from week one and utilize fitness

stations to improve their health-related fitness. This portion of the unit will take place in the

gymnasium. The physical education teachers will set up a variety of fitness stations for students.

Students will have the opportunity to learn a variety of exercises that use minimal fitness

equipment. Each day students will be exposed to new exercises that will provide them with the

knowledge that is needed to complete week three of the fitness unit. The control group will

receive direct instruction from the physical education teacher for the entire week. The teacher

will explain each station and demonstrate the exercises for students. The experimental group will

use video technology at each station to learn the exercises and complete the fitness circuit. Each

station will have a laptop that plays a video of the specific exercise that students will complete at

that station. Students will have the ability to replay the video and watch the video in slow

motion. Students in the experimental group will play a significant role in their own learning.

Week 3: Students will participate in one week of jump rope activities to increase

cardiovascular fitness. Students in the control group will learn jump rope skills through direct

observation of the physical education teachers and a jump rope instructor. Students will be

assessed through direct instruction by the teachers. Students in the experimental group will learn

jump rope skills using instructional videos that will be accessed on their laptops. Students in the

experimental group will create their own videos of their jump rope performance to be used as a

skill assessment.
VIDEO TECHNOLOGY IN MIDDLE SCHOOL PHYSICAL EDUCATION 22

Week 4 & 5: Students will develop a personal fitness plan based on the knowledge

learned in week one, two, and three. Students will identify their personal fitness goals, select

activities to meet their goals, and design an exercise program. The control group will write their

exercise program on a worksheet while the experimental group will use their laptops to record

their exercise program on a digital worksheet. The experimental group will be allowed to use

their laptop to access instructional videos and exercise videos. Once both groups have created

their personal fitness plan, they will complete their workouts for the remainder of the unit.

FitnessGram Post-Assessment

Following the completion of the fitness unit, students from both the control group and

experimental group will participate in the FitnessGram post-assessment. Prior to the completion

of each test, students will set personal goals to be achieved on each test. All students in the study

will record their fitness testing scores on a personal recording worksheet.

Materials

To create instructional videos prior to the study, a recording device and video editing

software will be used. The videos will be uploaded to the school learning management system

for students to access. A computer with internet will be used to collect online videos and content

for students to use in class. These videos will also be shared using the school learning

management system. Materials needed to collect qualitative data include laptops, tape recorders,

and online documents for observers and interviewers. Materials needed to collect quantitative

data include the FitnessGram testing manual, an iPad to play FitnessGram instructions, a stereo

system, rulers, cones, the personal fitness worksheet, pencils, a sit and reach box, and mats.

Physical education teachers will need a device and online access to the FitnessGram database to

input fitness scores.

VIDEO TECHNOLOGY IN MIDDLE SCHOOL PHYSICAL EDUCATION 23

The Harford County Public School physical education curriculum will be used to guide

lesson planning for the fitness unit. A variety of fitness equipment will be needed for activities

during the fitness unit. Students will need access to exercise equipment such as stationary bikes,

ellipticals, rowers, dumbbells, TRX (total resistance training), resistance bands, medicine balls,

sliding discs, cones, step boxes, and jump ropes. A TV screen or projector will be used to play

video content. Students will need laptops to access content and create videos.

Design

The proposed study will employ a quasi-experimental design. The sample participants

will be selected through the convenience of four already-existing physical education classes.

Two sixth grade physical education classes will be randomly assigned to the control group and

two sixth grade classes will be randomly assigned to the treatment group. The treatment group

will receive instruction that incorporates video technology throughout various portions of

instruction. The control group will not be exposed to any video technology throughout the study.

Qualitative data will be collected through direct observation and focus group interviews to

investigate student perceptions and student engagement. Quantitative data will be obtained by

assessing the results of a pre-test and post-test that measures students’ fitness levels.

Data Analysis

Quantitative data that is collected using the FitnessGram assessment will be displayed in

tables. The tables will include pre-test and post-test scores for both the treatment group and the

control group. The table will display group means and standard deviation. To compare pre-test

and post-test scores for each group, an independent t-test will be used. An independent t-test will

be used at the pre-test to determine whether both groups have similar scores. An independent t-
VIDEO TECHNOLOGY IN MIDDLE SCHOOL PHYSICAL EDUCATION 24

test will also be used at the post-test between the control group and treatment group to determine

post-test differences due to the incorporation of video technology.

Qualitative data collected from student interviews will be manually reviewed and coded,

seeking patterns and themes of significance. Observations using the SOFIT instrument to

determine students’ physical activity levels will be represented using a table chart that displays

the average class time that students spend actively working out. The table will compare the

active workout times of the control group and the treatment group.

Timeline

Estimated Date of Implementation

August 2023 Physical education teacher training
Non-participant observer training
September 1, 2023 Send Letter of Consent to parents/guardians
home with potential participants
September 15, 2023 Deadline to return consent forms
September 25, 2023 Begin fitness warm-up implementation
October 2-6, 2023 FitnessGram Pre-Assessment
Oct. 9-Nov. 10, 2023 Fitness Unit (5 weeks)
November 13-17, 2023 FitnessGram Post-Assessment
November 20-22, 2023 Student focus group interviews
December 4-9, 2023 Observer, teacher, researcher meetings to
discuss study results/observations
December 12, 2023 Data Analysis Begins

Anticipated Outcomes

It is anticipated that the quantitative results of this study will show that incorporating

video technology throughout middle school physical education instruction will increase the

health-related components of student fitness. Treatment group scores will show significant

improvements compared to control group scores. The qualitative results of the study will show

that the incorporation of video technology can increase student engagement in fitness activities,

produce positive student attitudes towards physical fitness, and increase student motivation to
VIDEO TECHNOLOGY IN MIDDLE SCHOOL PHYSICAL EDUCATION 25

participate in physical activity. The researcher is hopeful that students will recognize the value of

physical activity for health, enjoyment, challenge, self-expression, and social interaction.

Additionally, the study will allow middle school physical education teachers to see the benefits

of incorporating video technology into instruction to help students achieve and maintain a health-

enhancing level of physical activity and fitness.

The results of this study may yield implications for future research to determine whether

video technology can improve the fitness levels of elementary and high school students.

Additionally, this study could be expanded to include a larger sample size and include other

groups of students including public, independent, and homeschooled populations. The external

validity and generalizability of the results could be strengthened by including other areas of the

United States. The findings in this study could contribute positively to the worldwide problem of

obesity in adolescence. Future research in this area of study could also attempt to determine if

the incorporation of video technology in physical education increases physical activity

participation outside of the school setting. Although this study may reveal many positive

outcomes for increasing physical fitness in students, it is important to be aware of the potentially

negative implications associated with using video technology in physical education. Using video

technology during class could take time away from students’ active participation in class

activities. This may lead to student anger or frustration, which may be detrimental to a students’

enjoyment of physical activity, which could then impact physical activity participation. If the

results of the study do not improve student performance and achievement, internal and external

factors should be investigated to determine if there was an impact on the results of the study.

Some factors may include problems with teachers’ implementation of the fitness unit according
VIDEO TECHNOLOGY IN MIDDLE SCHOOL PHYSICAL EDUCATION 26

to study procedures and instruction, issues with the validity and reliability of assessments, and

video content incorporated throughout the study.

VIDEO TECHNOLOGY IN MIDDLE SCHOOL PHYSICAL EDUCATION 27

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