76.00 Sport, Freizeit, Erholung: Allgemeines
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As digital elements become integrally embedded in everyday social life (Kaptan et al., 2022), their effects are particularly evident in the lives of children and adolescents. Up to 94% of to-day's students regularly use social media (Medienpädagogischer Forschungsverbund Südwest, 2023). Its influence on identity formation, information processing, and opinion development among young people is substantial (Höger, 2021; Pürgstaller, 2023), directly intersecting with the school’s task of preparing students for reflective participation in (digital) society.
Physical education contributes significantly to this goal through its physical, cognitive, and social dimensions (Gogoll, 2020). The themes of fitness and health are core components of the subject. Especially the COVID-19 pandemic and developments in recent years have shown that digital offerings in the field of fitness and health are gaining importance. However, problematic information and influences, particularly through social media, are frequently disseminated in this context. Addressing these issues is a responsibility of physical education and, not least, of physical education teachers, who must be equipped with the necessary (digital) competencies (Teutemacher et al., 2023).
This thesis conceptually develops a self-learning module based on foundational terminology and theories concerning (digitalizationrelated) competency models for physical education teachers, effective continuing education concepts, and the purposeful design of digital learning environments. The self-learning module can be used independently or as the initial component of a modular continuing education concept for physical education teachers within the joint project “Professional Networks for Promoting Adaptive, Action-Oriented, Digital Innovations in Teacher Education in Art, Music, and Physical Education (KuMuS-ProNeD).”
The well-founded presentation of this concept shows that an asynchronous digital format with an open structure is well-suited to address the heterogeneous needs of teachers in terms of individual learning requirements, interests, and time management. The interactive, multimodal digital learning environment-created using the widely used Microsoft Office application Power-Point in the form of an “Edubreakout” has the potential to foster selfdirected learning through an engaging gameplay experience and an individualized feedback structure. This approach blurs the boundaries between gameplay and the intended learning outcomes. Additionally, the module successfully connects to the practical teaching environment of physical education teachers and to the other components of the continuing education series. Building upon this work, the remaining research task is to evaluate the intended effectiveness using qualitative and/or quan-titative research methods.