Secondary school physical education (PE) teachers are continuously challenged to find ways to support students learning and motivate them for an active and healthy lifestyle. To address this complexity, continuing teacher professional development (TPD) is key. Technological tools can facilitate the effective delivery of TPD in this context. Successful implementation of this technology, however, is not self-evident. Based on the general aim of effectively integrating technologies in the educational process and focusing on the needs of educators, this study examines how the evidence-based theoretical TARGET framework for creating a motivating PE learning climate might be embedded into a digital professional development tool for PE teachers, useful in everyday practice. It presents a case study in which a multidisciplinary team of researchers, designers, and end-users iteratively went through several phases of need identification, idea generation, designing, development, and testing. By using a participatory approach, we were able to collect contextualized data and gain insights into users’ preferences, requirements, and ideas for designing and engaging with the tool. Based on these insights the TPD TARGET-tool for PE teachers was ultimately developed. The most prominent characteristics of this tool are (1) the combination of an evaluative function with teaching strategy support, (2) the strong emphasis on ease of use due to the complex PE teaching context, (3) the avoidance of social comparison, and suggestions of normative judgment, and (4) the allowance for a high level of customization and teacher autonomy.
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Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET- tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured inter- views and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improve- ments were identified to further optimize the perceived usability, such as simplifying com- plex features, providing additional support and resources, and improving (data) presenta- tions. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain.
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This doctoral dissertation aims to address the challenges faced by physical education (PE) teachers in building an inclusive learning environment that promotes a physically active lifestyle among secondary school students. Although existing research offers useful empirical insights into addressing this complexity, successfully implementing these insights in the dynamic PE context remains challenging. It is recommended to develop tools that bridge the gap between theory and practice and provide guidelines for teachers to effectively embrace the diverse needs of students. Advancements in technology have created new opportunities for developing digital tools for CPD. In the field of PE, a variety of technologies (e.g., exergames, wearables) have been developed and are currently used. However, there is a scarcity of studies focusing on technology that primarily supports teachers in enhancing skills, knowledge, and expertise (i.e., CPD) rather than improving student learning. While the potential benefits of technological tools in PE have been recognized, their successful implementation remains complex. Therefore, this doctoral dissertation, grounded in the fields of social psychology, human-computer interaction (HCI), and design research, aims to (i) gain insights into the motivational perceptions and needs of students within secondary school PE, (ii) examine how the teacher can meet these motivational needs and (iii) explore how technology can be better utilized to support teachers in building an optimal motivational PE class climate. Therefore, the following research questions were formulated: 1. What are the differences and similarities in students’ motivational perceptions and needs in secondary school PE? 2. How can PE teachers meet the motivational needs of all students in secondary school PE? 3. What is the affordance of technology in supporting teachers in the PE context? The first study (chapter 2) focused on identifying distinct motivational profiles among secondary school students based on their perceptions of the PE environment. Building upon the first study, the second study (chapter 3) qualitatively examined students preferred motivational teaching strategies in secondary school PE. In our third study (chapter 4) we investigated the impact of potential motivating teaching strategies on students’ motivation in a secondary school PE context. These three studies yielded valuable insights into the motivational perceptions and needs of students in secondary school PE. It was demonstrated that students exhibit varied perceptions of the motivational climate in PE. However, despite these differences, it was discovered that students across different motivational profiles share similar motivational needs. Several teaching strategies within the dimensions of the TARGET framework were identified which are potentially beneficial for all secondary school students’ motivation. Yet, the implementation of these motivating TARGET teaching strategies in PE is challenging for teachers. Therefore, in the last two studies, we explored the affordance of technology in supporting teachers in the PE context. Study four (chapter 5) aimed to examine how the evidence-based theoretical TARGET framework for creating a motivating PE learning climate might be embedded into a digital professional development tool for PE teachers. A multidisciplinary team of researchers, designers, and end-users iteratively went through several phases of need identification, idea generation, designing, development, and testing. By using a participatory approach, the TARGET-tool for PE teachers was developed. In the fifth study (chapter six) we explored the applicability of the completed TARGET-tool in a secondary school PE context. The perceived usability of the tool was examined and we gained insights into the process of teachers’ professional development as a result of using the tool. In the last chapter (chapter 7), the main findings of the dissertation are discussed thematically in light of the overarching research questions and their empirical, methodological, and artefactual contributions. The three research questions are addressed to provide a comprehensive understanding of how to effectively support teachers in optimizing the motivational learning climate in secondary school PE and the potential facilitative role of technology in this process.
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Energy management and carbon accounting schemes are increasingly being adopted as a corporate response to climate change. These schemes often demand the setting of ambitious targets for the reduction of corporate greenhouse gas emissions. There is however only limited empirical insight in the companies’ target setting process and the auditing practice of certifying agencies that evaluate ambition levels of greenhouse gas reduction targets. We studied the target setting process of firms participating in the CO2 Performance Ladder. The CO2 Performance Ladder is a new certifiable scheme for energy management and carbon accounting that is used as a tool for green public procurement in the Netherlands. This study aimed at answering the question ‘to what extent does the current target setting process in the CO2 Performance Ladder lead to ambitious CO2 emission reduction goals?’. The research methods were interviews with relevant stakeholders (auditors, companies and consultants), document reviews of the certification scheme, and an analysis of corporate target levels for the reduction of CO2 emissions. The research findings showed that several certification requirements for target setting for the reduction of CO2 emissions were interpreted differently by the various actors and that the conformity checks by the auditors did not include a full assessment of all certification requirements. The research results also indicated that corporate CO2 emission reduction targets were not very ambitious. The analysis of the target setting process revealed that there was a semi-structured bottom-up auditing practice for evaluating the corporate CO2 emission reduction targets, but the final assessment whether target levels were sufficiently ambitious were rather loose. The main conclusion is that the current target setting process in the CO2 Performance Ladder did not necessarily lead to establishing the most ambitious goals for CO2 emission reduction. This process and the tools to assess the ambition level of the CO2 emission reduction targets need further improvement in order to maintain the CO2 Performance Ladder as a valid tool for green public procurement.
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The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. One of the aspects found on the meaning of inclusion in sport is that children and young people with a disability want to have a choice in sport. But where can youth find sport opportunities? Even though people have access to more information than ever before, the information is often scattered across the internet. Sport clubs with suitable offers often do not reach their target groups through their traditional marketing and communication channels. The Hobby Finder Tool report describes existing online hobby finder platforms (Löydä oma seura (FI), ParaMe (SE) & Uniek Sporten (NL)) that makes it possible to search for applied sporting possibilities. In this report different platforms are compared and best practices are shared.
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Background: Increasing attention to palliative care for the general population has led to the development of various evidence-based or consensus-based tools and interventions. However, specific tools and interventions are needed for people with severe mental illness (SMI) who have a life-threatening illness. The aim of this systematic review is to summarize the scientific evidence on tools and interventions in palliative care for this group. Methods: Systematic searches were done in the PubMed, Cochrane Library, CINAHL, PsycINFO and Embase databases, supplemented by reference tracking, searches on the internet with free text terms, and consultations with experts to identify relevant literature. Empirical studies with qualitative, quantitative or mixed-methods designs concerning tools and interventions for use in palliative care for people with SMI were included. Methodological quality was assessed using a critical appraisal instrument for heterogeneous study designs. Stepwise study selection and the assessment of methodological quality were done independently by two review authors. Results: Four studies were included, reporting on a total of two tools and one multi-component intervention. One study concerned a tool to identify the palliative phase in patients with SMI. This tool appeared to be usable only in people with SMI with a cancer diagnosis. Furthermore, two related studies focused on a tool to involve people with SMI in discussions about medical decisions at the end of life. This tool was assessed as feasible and usable in the target group. One other study concerned the Dutch national Care Standard for palliative care, including a multicomponent intervention. The Palliative Care Standard also appeared to be feasible and usable in a mental healthcare setting, but required further tailoring to suit this specific setting. None of the included studies investigated the effects of the tools and interventions on quality of life or quality of care. Conclusions: Studies of palliative care tools and interventions for people with SMI are scarce. The existent tools and intervention need further development and should be tailored to the care needs and settings of these people. Further research is needed on the feasibility, usability and effects of tools and interventions for palliative care for people with SMI.
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Design and development practitioners such as those in game development often have difficulty comprehending and adhering to the European General Data Protection Regulation (GDPR), especially when designing in a private sensitive way. Inadequate understanding of how to apply the GDPR in the game development process can lead to one of two consequences: 1. inadvertently violating the GDPR with sizeable fines as potential penalties; or 2. avoiding the use of user data entirely. In this paper, we present our work on designing and evaluating the “GDPR Pitstop tool”, a gamified questionnaire developed to empower game developers and designers to increase legal awareness of GDPR laws in a relatable and accessible manner. The GDPR Pitstop tool was developed with a user-centered approach and in close contact with stakeholders, including practitioners from game development, legal experts and communication and design experts. Three design choices worked for this target group: 1. Careful crafting of the language of the questions; 2. a flexible structure; and 3. a playful design. By combining these three elements into the GDPR Pitstop tool, GDPR awareness within the gaming industry can be improved upon and game developers and designers can be empowered to use user data in a GDPR compliant manner. Additionally, this approach can be scaled to confront other tricky issues faced by design professionals such as privacy by design.
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from the article: "In this paper, we explore the characteristics of posters as an efficient and effective probing tool for hospital nurse participation in the development of processes, services or products. The main challenge in this respect is the limited time and attention available to nurses during their work shifts. For this, we analysed the design and effectiveness of posters from earlier projects and used existing knowledge on probing for preliminary guidelines focused on design elements, context of placement, and fit with work process. We then designed a poster for gathering insights during nurses’ work shifts into their administrative tasks and perceived relevance. To evaluate, this table poster design was consecutively placed on three nursing units in a Dutch hospital. Activities of nurses with the poster and necessary interventions were analysed and used for further insights into the characteristics of effective posters for this specific target group. The research raised new questions about how best to elicit nurses’ participation during work shifts."
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Individual and unorganized sports with a health-related focus, such as recreational running, have grown extensively in the last decade. Consistent with this development, there has been an exponential increase in the availability and use of electronic monitoring devices such as smartphone applications (apps) and sports watches. These electronic devices could provide support and monitoring for unorganized runners, who have no access to professional trainers and coaches. The purpose of this paper is to gain insight into the characteristics of event runners who use running-related apps and sports watches. This knowledge is useful from research, design, and marketing perspectives to adequately address unorganized runners’ needs, and to support them in healthy and sustainable running through personalized technology. Data used in this study are drawn from the standardized online Eindhoven Running Survey 2014 (ERS14). In total, 2,172 participants in the Half Marathon Eindhoven 2014 completed the questionnaire (a response rate of 40.0%). Binary logistic regressions were used to analyze the impact of socio-demographic variables, running-related variables, and psychographic characteristics on the use of running-related apps and sports watches. Next, consumer profiles were identified. The results indicate that the use of monitoring devices is affected by socio-demographics as well as sports-related and psychographic variables, and this relationship depends on the type of monitoring device. Therefore, distinctive consumer profiles have been developed to provide a tool for designers and manufacturers of electronic running-related devices to better target (unorganized) runners’ needs through personalized and differentiated approaches. Apps are more likely to be used by younger, less experienced and involved runners. Hence, apps have the potential to target this group of novice, less trained, and unorganized runners. In contrast, sports watches are more likely to be used by a different group of runners, older and more experienced runners with higher involvement. Although apps and sports watches may potentially promote and stimulate sports participation, these electronic devices do require a more differentiated approach to target specific needs of runners. Considerable efforts in terms of personalization and tailoring have to be made to develop the full potential of these electronic devices as drivers for healthy and sustainable sports participation.
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