Developing Competencies by Playing Digital Sports-Games

Autor/in	Kretschmann, Rolf
Titel	Developing Competencies by Playing Digital Sports-Games
Quelle	7 (2010), S.67-75 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Emotional Intelligence; Physical Education; Socialization; Informal Education; Video Games; Computers; Interpersonal Competence; Learning Processes; Simulation; Athletics; Psychomotor Skills; Cognitive Processes; Teaching Methods + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Körpererziehung; Sportunterricht; Socialisation; Sozialisation; Informelle Bildung; Nichtformale Bildung; Video game; Videospiel; Videospiele; Digitalrechner; Interpersonale Kompetenz; Learning process; Lernprozess; Simulation program; Simulationsprogramm; Leichtathletik; Psychomotorische Aktivität; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The idea of digital game-based learning (DGBL) is that students (or players) learn something by playing a computer or video game and that an educator can employ digital games to assist and boost both formal and informal learning. There is game software that is not specifically produced for educational use but which is nonetheless regularly implemented in educational settings by educators. These so-called COTS (commercial off-the-shelf) games are particularly effective in socialization processes. COTS sports computer and video games can be divided into three main categories: sports simulation games, sports arcade games and sports management games. After taking a closer look at these sports computer and video games, specifically sports simulation games, it is possible to posit dimensions of competencies that are developed by playing those games. Various examples for each dimension of competencies can be generated: motor competence, cognitive competence, meta-cognitive competence, social competence, emotional competence, personal competence and media competence. Furthermore, examples of implementing digital sports-games in physical education can easily be generated. After comparing the postulated dimensions of competencies of COTS digital sports-simulations with those of "real" sports, the following question arises: Are their respective educational results comparable? (Contains 1 figure.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10