| 000 | 01318cam a2200169 4500500 | ||
|---|---|---|---|
| 005 | 20250223003615.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aRoche, Lionel _eauthor |
| 700 | 1 | 0 |
_a Hagin, Vincent _eauthor |
| 245 | 0 | 0 | _aPhysical education, sport, and digital technology: Potential uses and learning benefits |
| 260 | _c2025. | ||
| 500 | _a33 | ||
| 520 | _aToday, digital technology are present in a wide range of social practices, including physical education and sports training. However, while there are few convincing results on the effects of digital uses in the field of sports practices, it seems to be increasingly used in the field of physical activities. It is therefore important to clarify what digital technology is and what practices it is used for. The aim of this issue is twofold: 1) to define more clearly what is meant by digital technology in the field of physical activity and sport, and in particular physical education; and 2) to report, through empirical studies, on the effects of the use of digital technology by students, teachers, trainers, coaches and athletes, and in fine, what learning is made possible. | ||
| 786 | 0 | _nStaps | o 149 | 1 | 2025-02-13 | p. 7-11 | 0247-106X | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-staps-2025-1-page-7?lang=en&redirect-ssocas=7080 |
| 999 |
_c1079394 _d1079394 |
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