Running Program Hybrid Curriculum: Increasing Pace through multimedia

OTEC Masters Candidate:

Jordan K.H. Day

Educational Technology Department, University of Hawai‘i, Mānoa

Honolulu, Hawaii, U.S.A.

jordand@hawaii.edu

Abstract: Health education has become increasingly important in high school curriculum

with Hawaii state’s adult population at 59% overweight or obese (Hawaii Health

Statistics, 2012). Physical Education standard four concerning physical fitness of the

Hawaii Content Performance Standards states, “Know ways to achieve and maintain a

health-enhancing level of physical fitness” (2012). The purpose of this instructional

design project was to develop a web-based module that allows students to calculate

fitness levels and document increasing running speed. This online tutorial was designed

using Gagne’s nine events (Gagne, 1992) and the Dick and Carey model of design for

instruction (Anglin, 1992), while utilizing the Association for Educational

Communications and Technology (AECT) standards (Earle, 2005).

The chosen online module platform was Weebly Pro which was employed to host

and display multi-media online objects such as images, links, embedded forms and Prezi

presentations. Data collection was expedited by the use of Google embedded forms on

the module site from where 33 of the 92 emailed module participants completed the

module assessments and feedback. Upon completing the module, 96% of users were able

to reproduce calculation of personal fitness (VDOT pace) values and corresponding race

and finish times in the review exercise. Design feedback was collected which positively

reinforced design best practices, with learner assessment, device and delivery method,

and use of visual aids.

Introduction

The Center for Disease Control and Prevention reported approximately 785,260 (56.4%) of

adults 18 and over in Hawaii are overweight, with a Body Mass Index (BMI) of 25 or greater and

about 316,500 (22.7%) of adults are obese. Moreover, data showed 14% of high schooler’s were

overweight (> 85th and < 95th percentiles for BMI by age and sex) and 14.5% were obese (>

95th percentile for BMI by age and sex). The CDC Physical Guidelines for Americans

suggested an hour daily physical activity, with 60% aerobic done with vigorous-intensity

activity, such as running at least 3 days per week to maintain good adolescent health. Running

was among the most conventional and ideal physical activities for cardio-respiratory endurance

and improved quality of life (Sieben, 2006). Sieben also maintained that the exercise of running

regularly could help prevent conditions such as obesity, diabetes, and heart disease.

As mentioned, the Hawaii Content Performance Standards physical education standard four

addresses health and fitness. The 2012 Hawaii State Department of Education standard four

requires “knowing ways to achieve and maintain a health-enhancing level of physical fitness”.

Physical Education department’s in high schools are very important for advocating healthy habits

with students for maintaining physical health (Power, Ullrich, Steele, Daratha, & Bindler, 2011).

Traditional run pacing for speed improvement is taught by coaches and teachers who evaluate

student running performances affording students individualized attention and improvement over

time (Daniels, 2010). Typically, in a high school running program class sizes are quite large and

individualized attention is not possible leaving the control of student’s physical enhancement and

exercise intensity a personal matter.

Forshay and Patterson (2010) state many students do not know how to effectively and healthily

increase training run pace which results in conditions such as burnout, sickness, or injury.

Daniels lists basic principles of the independent training regimen which includes pacing of

endurance and tempo style runs, VDOT calculation, and race pace planning. A pacing run

allows a student to assess their current pace for running a set distance or portion thereof. The

initial pacing run time was recorded to help students scaffold their improvement by providing

personalized and structured statistics for calculation.

Professor and coach Jack Daniels (2010) maintained “his colleagues constructed a table of

VDOT values that can be cross-referenced to predict race times of varying distances based on

race times of other distances” (p,13). The real accomplishment came with the “table of

recommended training intensities based on your current VDOT, taking nearly all the guesswork

out of your training” (Daniels, 2010, p.13). Your VDOT number allows you to postulate your

pace using the table from Daniels’ coaching site with finish times of popular distances displayed

in Table 1.

Background

The purpose of this instructional design project was to develop and evaluate an online

instructional module on how to properly increase training run pace to peak on race day for 11th

and 12th grade physical education program students in high school. During the first semester, a

running program and sports curriculum was implemented meeting regularly like a core subject.

However, during the second semester, physical education students met with the instructor to

discuss independent training progress for a portion of a period bi-monthly. Throughout the

semester two pacing runs were performed at the start and middle of the semester. The semester

and course culminating event was a race the student chose of at least 10K (6.2 miles), trained for,

participated in, and finished. The finish time had to be within a predetermined range and

determined the final grade. Knowledge important for completing the module included

calculating a pace per mile and taking a computer or mobile screenshot.

The two baseline timed runs at middle distances (5k or 3.1 miles) at the start and middle of the

semester provided an official snapshot of student ability over time. With this pacing data an

average pace could be established and training benchmarks set with peak time and distance in

mind (Daniels, 2010). According to Forshay and Patterson (2010), a post training run debriefing

of pacing principles cannot be addressed after every independent training run and an interactive

and dynamic space online to learn and apply pacing principles daily can be very helpful.

The target audience included 11th and 12th grade physical education students at a Hawaii high

school. The pilot module marked the start in a hybrid curriculum including a course

management site providing an asynchronous online environment which allowed students to

network with each other. Additionally the instructor could be consulted quickly and

conveniently for any assistance and the student could follow links to resources as necessary

(Filliona, Limayemb, Laferrièrec, & Manthac, 2009). There were many approaches to increasing

run pace used by instructors and coaches worldwide; however, most challenging were the

methods to motivate students (Forshay & Patterson 2010) to increase speed independently in the

“off-semester” without the luxury of instructor consulting time. This class was a requirement for

graduation and not all students were equally motivated or capable toward their individualized

race goal.

The chosen online tool for the module platform was Weebly pro subscription site maker.

Weebly was employed to host and display multi-media online objects such as images, links,

embedded forms and other multimedia. The online module worksite ideally provides outlets for

a collaboration forum and blog opportunities with fellow students with the instructor otherwise

not available. For this project the web page functions were utilized with multimedia objects in a

step wise module architecture. Additionally the module provided the student learner with data to

build their hard copy or desktop folder of “run-time” records and develop a race plan while

documenting improvement. This module was part of the larger four module semester-long

hybrid course utilizing Weebly and face-to-face meetings.

Design for the instructional module was rooted in Gagne’s nine events (1992) and the Dick and

Carey model of design of instruction (Anglin, 1992) and utilized Association for Educational

Communications and Technology (AECT) standards when possible in the module site (Earle,

2005). Data collection were expedited by the use of Google MyDrive apps embedded forms on

the module site from where 33 of the 92 emailed module participants completed the module

assessments and feedback. Using these models, a linear step-wise approach was established and

the module took a total of six active web pages to complete. The home page began with a

greeting, instructions for viewing, the instructional goal, and a graphic representation of the

module’s objectives and sub-steps (instructional hierarchy organizational chart). The next page

held the demographics survey and content pre-test. See Appendix A for module objectives and

outline.

Page 3 began the body of the module content or phase 1, which provided intermediate instruction

and a walkthrough Prezi interactive tool. On a desktop web browser that supports flash-based

animation, Prezi interactive presentations take a user step by step through a web “tour” of text

and image combinations that are set forth in a succession that informs the viewer of something.

Forming animated information chunks viewed in a circle or bubble with text and images guide

the user in this module through the steps of the module’s calculations. On a smartphone such as

an iPhone or Android, the Prezi app needs to be downloaded via ‘link’ and viewed in the app

before returning to the module. Scrolling down the Phase 1 webpage shows the support image

example for using attackpoint.com, the website utilized in objective 1 and 2, and optionally in 4.

See Figure 1 for examples.

Figure 1: Prezi embedded interactive presentation tool, and Phase 1’s attackpoint.com webpage

tutorial image (right).

Listed below are the objectives completed in three phases of the module.

1. Calculate average minutes per mile from pacing run statistics at start of semester.

2. Utilize online pace calculator: Input number of minutes per mile into pace calculator

engine on attackpoint.com and calculate VDOT. Record outputted VDOT number.

3. Decide which race you’d like to participate in for your final assessed performance.

4. Match the VDOT number in Table 1 on module site.

5. Record matching race pace and training paces chart to be implemented in running

regime.

A few embedded questions were present in all three phases of the instructions of the module to

elicit performance practice. Phase 2 offered further instructions and graphical choices to

complete objective three. Phase 3 included the final two objectives and data table necessary for

completion. See Table 1 for screenshot example.

Table 1: is located on the page of Phase 3 and allows matching VDOT value to a finish time at a

popular distance.

The bottom of the page displayed a large blue button labeled “TRAINING PLAN” where the

instructional portion of the module concludes and a custom review problem was posed on a

separate page via aforementioned “training plan” link. The learner had to choose data to then

calculate for the correct answers which were filled in as text accordingly. The 6th page was titled

Post-Assessment and contained a post-test to measure learning and the attitudinal survey to

gather learner’s specific design, content, and usability feedback.

Methods

This online delivery structure for a module including eedback between instructor and student

regarding design was used to implement kinesiology classes by McFarlin, Weintraub, Breslin,

Carpenter, and Strohacker (2011) which, “demonstrated that this approach is effective at

increasing learning of key concepts” (p. 280). Test subjects or module participants were

solicited to participate from an online masters program in Hawaii via email, and additionally

from the local workplace and online community via Facebook. A total of 33 individuals

participated in the study. Five participants were from the online master’s program, 8 were co-

workers, while the rest were contacts from the extended online community (friends, family,

Facebook, twitter, etc.).

The module required approximately one hour to complete, however, due to online delivery it did

not have a time limit and could be completed in multiple sessions (Emerson & McKay, 2011).

Research for study targeted best practices in online instructional delivery, as well as duration of

“digestible chunks” as the focus throughout module design. The module presented the

objectives, rationale, and the desired outcomes clearly while utilizing learning objects (prezi and

forms) including a handful of google fill-able test and survey forms.

To accommodate the schedules of participants, all instructional materials were accessed via

online delivery in any web browser. A Weebly site was created containing 3 phases of the

instructional module and the necessary tests and surveys. The navigation bar contained quick

links to each page on the site. The module was “chunked” into separate pages for the home

page, each module phase, the pre and post-tests with surveys, and a final tab with the ‘About’

(the site author) section. Each page contained text while selected chapters provided examples

through embedded videos and external website links.

Data were collected digitally, using aforementioned Google forms for a:

1. Demographics Survey

2. Pre and Posttest

3. Three small Embedded Quizzes

4. Review Worksheet

5. Attitudinal Survey

Question formats included Likert scale, multiple choice, true or false, yes or no, as well as open-

ended questions to determine the participants’ experience and understanding of pace

calculations. The pre and posttest questions were based on the module instructional content and

measured the learning comprehension of the participants. The summative review problem was

given upon completion of the module as a demonstration of ability to apply newly attained

conceptual knowledge (Gagne, 1992). All test forms asked for participants to choose an

anonymous username in order to identify and compare participant data across multiple forms

completed throughout the duration of the module.

Results

Of the 33 participants in the study, one did not finish all of the forms included within the module

before the data were collected and collated and was therefore omitted in all final results. Of the

32 participants counted in the study one was under age 18, twenty were ages 18-29, nine were

ages 30-49, and the remaining 2 were over 50. When comparing results from the post-test and

pre-test results, 100% of module participants improved their total test score after piloting the

module.

Module Content Assessment: Post-Test Pre Post

1. How is "five minutes per mile" expressed statistically? 56% 93%

2. If a person runs six minutes per mile at a static pace for two miles how

long will it take?

81%

3. What does a VDOT number allow a runner to calculate before a race? 28% 75%

4. What does the “V” in VDOT stand for? 34% 84%

5. How is a VO2max expressed? 12% 56%

6. What results from focused training toward maximizing oxygen delivery? 31% 84%

7. How many miles are in a 10k? And in a marathon? 78% 93%

8. I feel comfortable finding my VDOT value for my current cardiovascular

fitness:

6% 89%

Table 2: Module Content Assessment. Percentage of correct answers for each question on pre

and posttest.

A major learning object of the module was the Prezi embedded tool that visually and

interactively walked participants through 4 of the 5 objectives in the module. Ninety-four

percent of participants strongly agreed with the question, “The Prezi walkthrough presentation

helps your understanding of the objectives for this module”. The attitudinal survey questioned

learners using Likert scale feedback questions. All 32 participants stated they found the

immediate concept review in Phase 1-3 either “helpful” or “very helpful”.

Percentage of participants who answered Strongly Agree or Agree for module design and

attitudinal questions.

The length of the module was manageable. 87.5%

The content of this web-based module will be useful for me. 37.5%

The test questions were well-written and straightforward. 96%

I did better on the post-test because I worked through the module. 93%

The questions and information in the module helped to prepare me for the post-test. 96%

The Prezi walkthrough presentation helps in understanding objectives. 90%

The Prezi was more effective than the attackpoint.com image. 71%

Table 3: Percentage of participants who answered Strongly Agree or Agree for module design

questions.

A measure of the module’s effectiveness for inspiring motivation was a question in the

attitudinal survey inquiring if participant “feels better informed about how to start a running

assessment after experiencing this module”. Twenty-five participants recorded they “feel better

informed”, while 5 felt “informed” and 2 felt “neutral”. A 62.5% of study participants agreed

that the webpage background themes motivated them to “feel invigorated”, while 25 % strongly

agreed and the remaining 12.5% felt neutral about the theme after answering the question, “Did

the dusk and dawn themes used in the graphical layout of the module give a feel of being

outdoors and "getting out there"?

Usability for device and delivery method of the module was available for completion via

smartphone. The survey gave participants options to report which device (see Figure 2) they

completed the module on (smartphone, tablet, laptop, or desktop computer).

Figure 2. Graphic representation of number and types of devices used to complete module.

Discussion

One on one sessions were conducted face-to-face for usability and content reception by 2

participants. One participant completed the module in a linear fashion completely in one sitting,

while the other took a site tour first and perused the pages before filling out all the forms in the

intended order of the module. One of the participants was bewildered when reaching the prezi

and finding that it did not contain interactive sound but just interactive flash animation. The text

portions of the Phases pages were re-read at least once when completing these steps of the

module.

The feedback given by the expert panel was welcome and necessary. Subject matter experts

(SME) offered constructive comments to the organization and content of the module. The

suggestions and action taken are organized in Table 2.

Desktop Computer

Laptop

Tablet

Smartphone

0 2 4 6 8 10 12

Computing Device for Module Completion

Numberof participants for Device

SME Suggestion Researcher Action

“Take ‘private’ school out of the title and

purpose statement”

Omitted word “private” from the title and

purpose statements. Module can be for any

high school.

“Explain what VDOT means instead of

leaving it as an arbitrary term or undefined

concept.”

Added entire paragraph explanation to 4th

page of module that explains VDOT

calculation origin and importance.

“What is a Prezi video? Please cite what a

Prezi video does and if software needs to be

downloaded.”

Prezi app download disclaimer on site

targeted at mobile users. Prezi explained on

page 4 with example.

Table 2. Subject Matter Experts (SME) Suggestions and consequent researcher actions.

Content organization and delivery, as well as assessment of learning and motivation were

primary areas evaluated in this project. Inventory for participants device used and design

elements was additionally synthesized from surveys and correlated. Data were collected

digitally with Google forms for a demographic survey, a pre and posttest, 3 small embedded

quizzes, a review worksheet, and an attitudinal survey. Survey and test question formats

included Likert scale, multiple choice, true or false, yes or no, as well as open-ended questions.

Important information delivery structures in the module included the graphic representation of

the module’s objectives and sub-steps in a Prezi flash-based interactive web presentation tool.

Of the total participants 90% felt the Prezi tool, “walkthrough presentation helps in

understanding of the objectives”. This supported De Koning, Tabber, Rikers, and Paas’ (2011)

theory of “improved effectiveness of cueing by self-explanations when learning from a complex

animation” (p. 191).

This online delivery structure for a module and feedback between instructor and student format

was used to implement kinesiology classes by McFarlin, Weintraub, Breslin, Carpenter, and

Strohacker (2011) which, “demonstrated that this approach is effective at increasing learning of

key concepts” (p. 280). Surprisingly, the data indicated module completion via smartphone was

not a preferred device by the majority of participants. The module was most popularly

completed on a laptop computer with 12 of the 32 participants. However, at 28% was tablet

devices possibly from home or mobile uplink. It was apparent from this finding that over half of

the computing devices used were mobile capable devices suggesting that the majority of learners

were mobile or had mobile-capable devices.

Conclusion

Based on selections of the analysis, the researcher determined that the module met its objective

of developing and evaluating the run pacing module. The purpose of this online tutorial was to

develop a web-based module using online multimedia to help high school juniors and seniors

calculate fitness levels, and thereafter; increase running speed.

The primary elements measured were visual, organizational, usability, and accessibility design

elements of the course site. In addition to the design elements, assessment form results were

analyzed and digital delivery and mobility was explored. Upon completing the module, 96% of

users were able to reproduce calculation of personal VDOT fitness values and corresponding

race and finish times in the review exercise. The online tutorial implemented Gagne’s nine

events (Gagne, 1992) and the Dick and Carey model of design for instruction (Anglin, 1992).

Exercising these two formats elicited 96% of participants to “agree” or “strongly agree” that the

length of the module was manageable, additionally 87.5% at least agreed the test questions were

well-written and straightforward.

By implementing the hybrid delivery curriculum, the students benefited from asynchronicity

enhancing educational assessment of student learning and improving ones personal learning (Ge,

2012). In allowing students an environment to network with each other and the instructor, it

quickly and conveniently allowed for that many more opportunities in understanding (Reynolds,

2012). It was apparent that the majority of users worked on mobile-capable devices such as a

smartphone, tablet, or laptop. Only 5 of the 32 participants in this study completed the module

via desktop computer.

Evaluation for effectiveness was measured by analyzing the pre, embedded, and posttests along

with scores and survey answers for comfort level, perception of value, and perceived

performance (Bell, Galilea, & Tolouei, 2010). The embedded flash-based Prezi presentation was

surveyed for comprehension and preference to the attackpoint.com image with comparable

information. Participants answered 81% “agreed” or “strongly agreed” that Prezi walkthrough

presentation helps in understanding of the objectives, and 71% at least “agreed” the Prezi

presentation was more effective than the attackpoint.com image.

Open-ended feedback about what could be changed in the survey included delivery

complications and additional information was suggested and requested regarding VDOT

acronym meaning and calculation origins. There was a step that required leaving the main site to

visit the attackpoint.com site for the VDOT calculator. The step was reported as cumbersome

and distracting because one had to switch windows and leave the site.

This module was created specifically to enrich high school running programs to enhance healthy

exercise choices. The module was also meant to combat and prevent overweight health

conditions for teenagers. The content can be modified and freely used by other institutions.

Programs for training plans, race pacing, and calculation should follow this initial module to

have a complete course worksite. Next, if considering a similar project it would be consistent

with best practices to write more descriptive content and survey questions so that application of

knowledge can be more succinctly assessed. Having said that, further research should be

conducted to address the issues identified and discussed throughout this paper. This study

suggests more research in this particular subject area would be beneficial for students as well as

beneficial for students health programs and other institutions.

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Appendix A. Graphic representation of the module’s objectives and sub-steps