Author(s): HEIM, C., VLCEK, P., SALLEN, J., ENNIGKEIT, F., SCHOLE, L., NIEHUES, M., EGERER, M., CZOGALLA, J., SCHWIER, J., GERLACH, E., Institution: JOHANN WOLFGANG GOETHE UNIVERSITY, Country: GERMANY, Abstract-ID: 277

Introduction: In recent years, the MOBAK concept has yielded valid measurement tools (e.g., Herrmann et al., 2017) and established an internationally recognised approach to improving childrens basic motor competencies (cf. Scheuer & Heck, 2020). The project MOBAK DigiKo leverages these foundations and focuses on enhancing the qualification for motor competence diagnostic procedures in primary schools while facilitating the use of digital tools in the planning, implementation, and assessment of physical education lessons.

Objective: The primary objective is to establish a collaborative digital competence centre consolidating and applying various resources with an initial focus on three federal states in Germany – Hessen, Hamburg, and Schleswig-Holstein.

Methods: The project focuses on adapting, utilising, and implementing existing digital tools developed by the project partners in the past: an application for test data collection and digital evaluation of basic motor competencies (University of Frankfurt), an app-based modular toolkit for lesson planning and teacher training (University of Hamburg), and digital teaching scenarios focusing on planning, implementation, and evaluation of p.e. lessons (University of Flensburg).

Results: Collaboration with state teacher training institutes is intended to ensure the sustainable integration of computerised applications and digital resources into school practices through three modules with the following objectives: 1. To enable teachers to conduct a reliable and accurate diagnosis of basic motor competencies. 2. To empower teachers to design, test, and implement instructions supported by digital technologies. 3. To implement existing teaching and learning scenarios in the training, further education, and professional development of physical education teachers in a blended learning format (Hinternesch et al., 2021).

Conclusions: The consortium project aims to enhance data literacy among physical education teachers and foster collaboration among institutions involved in teacher education and professional development. The transfer of digital tools into practice will be achieved through sustainable integration into university-level physical education teacher training and state institute programmes. Professionalisation components, digitally supported teaching materials, and learning scenarios will be offered as open educational resources through consortium platforms with ongoing development.

References:
Herrmann, C., Heim, C. & Seelig, H. (2017). Diagnose und Entwicklung motorischer Basiskompetenzen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 49 (4), 173–185.
Hinternesch, S., Schwier, J. & Seyda, M. (2021). Digitalisierung meets Internationalisierung. Blended Learning im Praxissemester. Zeitschrift für Studium und Lehre in der Sportwissenschaft, 4 (3), 19–25.
Scheuer, C., & Heck, S. (2020). Modular support toolkit forteachers. Zenodo. https://doi.org/10.5281/zenodo.3725901