13127s

13127s

Student Presentation (20 minutes)

Jordan Day, University of Hawaii at Manoa, Honolulu, Hawaii, USA, jordand@hawaii.edu
 * Running program hybrid curriculum for high school students: Increasing pace through multimedia**

In high school physical education classes, many students work hard increase run pace yet lack the guidance to improve substantially in the "off-semester" in an optimal fashion. In most cases, the student body has never trained for distance running in a 10 kilometer race. In order to assist students in developing running skills, a high school in Hawaii is piloting a hybrid curriculum for the second semester of a physical education class for junior and senior students. This instructional design project provided students with information on current pace per mile, a VDOT fitness value, and race pace/time predictions. The framework for the instructional module was rooted in Gagne’s nine events and the Dick and Carey model of design for instruction (1990), while utilizing AECT standards when possible. The chosen online module platform was Weebly site maker which allowed the user to employ multi-media objects such as images, links, embedded forms and prezi presentations. Data collection was expedited by use of embedded forms on the module site from Google MyDrive apps where 33 of the 92 emailed module participants completed the module assessments and feedback. Upon completing the module, 32 of 33 users were able to reproduce calculation of VDOT fitness values and corresponding race and finish times in the review exercise. Design feedback was collected which reinforced design best practices within assessments, duration of “chunked” information and use of graphics.

Intermediate hybrid curriculum, multimedia