Q1. What is a Teaching and Learning Resource?

Q3 What is the value of teaching and learning

resources?

Q2. What forms of resources can I use in

teaching physical education?

Teaching and Learning Resources

Q2b. What forms of technology can I use in teaching physical

education?

Q2a How should I use technology in physical education?

Q2b (i). How can wikis be

used to support

learners and their learning?

Q2b (ii). How can iPads be

used to support

learners and their learning?

Q2b (iii). How can video

technology be used to support

learners and their learning?

Q1. What is a Teaching and Learning Resource?

A1. A teaching and learning resource is something that is a material object used by the teacher, the

learner(s) or both teachers and the learner(s). The aim of using a resource is to facilitate, support

or enhance the teaching and learning process.

The decision to use a resource should be primarily focussed on the learner and how this can help

them to achieve the learning outcomes of the lesson(s) and/or develop in the physical, social,

cognitive and affective (emotional) domains. Importantly, a resource should not be an ‘add-on’ to

lessons. Instead it should be part of and connected to the curriculum, teaching, learning and

assessment.

Context/ References Capel, S., & Whitehead, M. (2009). Learning to teach physical education in the secondary

school: a companion to school experience, 3rd

Edn. Routledge: Oxon.

Dyson, B. P., Linehan, N. R., & Hastie, P. A. (2010). The Ecology of Cooperative Learning in

Elementary Physical Education Classes. Journal of Teaching in Physical Education, 29(2), 113-

130.

Dyson, B., & Rubin, A. (2003). Implementing cooperative learning in elementary physical

education. Journal of Physical Education, Recreation & Dance, 74(1), 48-55.

Q2. What forms of resources can I use in teaching physical education?

A2

There are numerous and varying types of resources that can be used in physical education. For

example, a resource may be the whiteboard in the sports hall that is used to show learners the

learning outcomes and teaching points for a lesson. A resource may also be learning cards (or

teaching cards) that learners can use to understand particular movement skills or tactical

components of the lesson. Moreover, a resource could also take the form of technology where, for

example, learners could use a camera to film their (or their peers) performance and then analyse

and reflect on if and how they were successful.

In much of the work around paired or group work activity, learning cards (or teaching cards) are a

frequently used resource. These cards have often been used to support learners’ knowledge and

understanding of movement skills. The cards often detail particular teaching points for learners to

use to engage in peer coaching and/or peer analysis. In addition to the focus on movement,

learning cards (or teaching cards) have also been used to provide learners with clear instructions

on how they can help each other to learn. For example, a resource card might detail each learner’s

roles and responsibilities for the lesson, or it might suggest that different learners should lead

different aspects of the task(s) during the lesson. These types of resources are often created using

word processing software such as Microsoft Windows, Microsoft Powerpoint, Pages or

applications such as wordfoto or comiclife. They key to creating resources is for them to be clear,

concise and accessible to all learners.

Context/ References

Capel, S., & Whitehead, M. (2009). Learning to teach physical education in the secondary

school: a companion to school experience, 3rd

Edn. Routledge: Oxon.

Dyson, B. P., Linehan, N. R., & Hastie, P. A. (2010). The Ecology of Cooperative Learning in

Elementary Physical Education Classes. Journal of Teaching in Physical Education, 29(2), 113-

130.

Dyson, B., & Rubin, A. (2003). Implementing cooperative learning in elementary physical

education. Journal of Physical Education, Recreation & Dance, 74(1), 48-55.

Goodyear, V. (2012). Physical education teachers’ top tips for using cooperative learning to teach

secondary school physical education. Physical Education Matters, 7(3) 34 – 37.

http://www.wordfoto.com/

http://plasq.com/products/comiclife3

Q3. What is the value of using a teaching and learning resource?

A3 The value of using a teaching and learning resource – if carefully planned for and connected to

the teaching and learning process – is the enhancement in student learning. Indeed, they can

maximise students understanding of and access to content. Resources can also strengthen

students’ engagement and learning in the physical, cognitive, social and affective domains.

Resources have enabled learners to become more independent in their learning and take more

ownership and responsibilities for constructing their own understandings of the subject content.

Indeed, learning cards and technology have enabled the teacher to become less directive and more

facilitative in the teaching and learning process. Since the information about the lesson is readily

available on the resources, students do not have to wait for teacher instructions. Subsequently,

students have more time to engage in learning activities and during paired or group work the

teacher can then strengthen learning (through probes, questions and/or prompts) without the need

to tell students what and how to do something. Thus, resources not only support teaching and

learning, but they can strengthen and deepen the learning outcomes students achieve.

Context/ References

Capel, S., & Whitehead, M. (2009). Learning to teach physical education in the secondary

school: a companion to school experience, 3rd

Edn. Routledge: Oxon.

Dyson, B. P., Linehan, N. R., & Hastie, P. A. (2010). The Ecology of Cooperative Learning in

Elementary Physical Education Classes. Journal of Teaching in Physical Education, 29(2), 113-

130.

Dyson, B., & Rubin, A. (2003). Implementing cooperative learning in elementary physical

education. Journal of Physical Education, Recreation & Dance, 74(1), 48-55.

Goodyear, V. (2012). Physical education teachers’ top tips for using cooperative learning to teach

secondary school physical education. Physical Education Matters, 7(3) 34 – 37.

Context/ References

http://www.slideshare.net/DrAshCasey/should-we-have-a-pedagogy-of-technology

Casey, A. (2014, April). Should we have a pedagogy of technology for physical education? Paper

presented at the American Educational Research Association conference, Philadelphia, PA.

Fullan, M. (2013). Stratosphere. Integrating technology, pedagogy and change knowledge.

Ontario: Pearson.

Fullan, M. (2011). Choosing the wrong drivers for whole system reform. Centre for Strategic

Education Seminar Series Paper, 204, 1-21.

Parton, G. & Light, M. (2010). Using ICT to enhance learning in physical education. In R. Bailey

(Ed.), Physical education for learning (pp. 129-144). Continuum: London.

Stidder, G., & Capel, S. (2009). Using Information and communications technology to support

learning and teaching in PE. In S. Capel & M. Whitehead (Eds.), Learning to Teaching Secondary

School Physical Education, 3rd

Edn, (pp. 183-196). Routledge: Oxon.

A2a

Like many other teaching and learning resources, the primary objective of using technology in

lessons and/or units of work should be focussed on how it can enhance and strengthen the

teaching and learning process. The decision to use technology should not be based on the need to

use the latest form of technology, such as the latest mobile application. Technology should

become part of and connected to teaching, learning, assessment and the curriculum in order for it

to be an effective inclusion into the classroom.

Casey (2014) has recently positioned the notion of a ‘pedagogy of technology’. In other words,

Casey (2014) has argued that the use of technology needs to be used within the pedagogical

process. Indeed, he argues that we have paid too much attention on the technology itself in

physical education and we have failed to consider technology within the teaching and learning

process.

Casey (2014) made three main points around how technology should be used in physical

education:

1. Alternatives (i.e. technology) should be used to do things better

2. Using technology needs a clear purpose and should be used appropriately

3. Technology needs to be for the betterment of everyone (for example, teachers and

learners).

Q2a How should I use technology in physical education?

Q2b What different forms of technology can I use?

Context/ References

Casey, A. (2014, April). Should we have a pedagogy of technology for physical education? Paper

presented at the American Educational Research Association conference, Philadelphia, PA Castelli, D. (2008). Physical education technology playbook. Human Kinetics: Champaign

Illinois, IL.

Parton, G. & Light, M. (2010). Using ICT to enhance learning in physical education. In R. Bailey

(Ed.), Physical education for learning (pp. 129-144). Continuum: London.

Stidder, G., & Capel, S. (2009). Using Information and communications technology to support

learning and teaching in PE. In S. Capel & M. Whitehead (Eds.), Learning to Teaching Secondary

School Physical Education, 3rd

Edn, (pp. 183-196). Routledge: Oxon.

A2b

There are numerous forms of technology that can be used in physical education. For example:

Virtual Learning Environments

iPads, iPods, & Tablets and their inclusive and varying applications and the internet

Interactive whiteboards

Cameras

Projectors

Mobile Phones

Computers/Laptops

Dance Mats

Computer Games

Wiki’s

Social media (for example, Facebook and Twitter)

And many more….

With technology changing at a rapid pace new technologies will undoubtedly emerge over time

and could be used in physical education to support learners and their learning.

Q2b(i) How have Wikis been used to support learners and their learning?

Context/ References

Casey, A., Hastie, P., & Rovengo, I. (2011). Student learning during a unit of student-designed

games. Physical Education and Sport Pedagogy, 16(4), 331-350.

Hastie, P., Casey, A., & Tarter, A. (2010). A case study of wikis and student-designed games in

physical education. Technology, Pedagogy and Education, 19(1), 79-91.

A2b(i) Wikis are a collaborative database that can be used and edited by multiple users.

Casey, Hastie & Rovengo (2011) and Hastie, Casey & Tarter (2010) research has highlighted the

valuable role that wikis can play in supporting students learning. Indeed, wikis were used in

these studies to support students constructing and designing games within a unit of games

making. The wikis were used for students to present their design of the game, identify the key

principles of the game and communicate their tactics that they would use for the game. The wikis

were used both during and following lessons and could be accessed by all team members (i.e. a

group of approximately 5 students)

However, in order to support the teaching and learning the unit began with a period of instruction

by the school’s librarian and media specialist about how to use the wiki. In addition, and to

support the effective use of the wiki, while all team members had access to the wiki and could

view posts, only the wiki manager (a team member) could edit the wiki on behalf of the team.

This role prevented multiple posts being added and confusion amongst team members.

Important messages about the use of wikis:

- Wikis can be used to support learners in constructing new understandings

- The use of wikis needs to be connected to lesson and unit goals (the use of a wiki needs a

clear purpose)

- Wikis facilitate communication between team members

- A time period is required teaching learners how to use a wiki

- Restrictions can be made about which students edit the wiki and how it is used

Q2b (ii) How have iPads been used to support learners and their learning?

Context/ References

Sinelnikov, O.A. (2013). Using the iPad in a sport education season. Journal of Physical

Education, Recreation and Dance, 83(1), 39-45.

A2b(ii)

An iPad is a very popular tablet computer from Apple. It has an interactive interface that allows

users to access the Internet and use applications. Since the development of the iPad numerous

tablets have emerged from Android, Windows and Samsung that hold similar functions and

applications. An application is a program that is designed to run on computers, tablets or mobile

phones. Each application has a different purpose and allows users to access content and/or engage

with interactive activities.

The research exploring the use of iPads, tablets and mobile phones in physical education is

somewhat limited. However, Sinelnikov (2013) provides a good way of understanding how these

digital tools might be used. Sinelnikov (2013) presents the use of an iPad within a Sport

Education Season (see teaching and learning approaches). On the iPad various applications were

used to support learners and their learning. For example,

- iMovie: was used for editing instructional videos that were then provided to learners

during the unit to enable them to complete learning tasks

- iTunes: was used to support the transfer of files from the computer to the iPad

- Safari: was used for access to the Internet

- YouTube: allowed for the teacher and the students to search for and view instructional

videos

- Keynote: was used to design presentations for the culminating event of the unit

- iReferee HD: provided photos of officiating signals

- AirPrint: supported wirelessly printing of schedules and statistics

Sinelnikov (2009) highlights a number of key points about the use of an iPad in physical

education:

- The use of the iPad should not be used as a central point of instruction but as a learning

aid

- A central and visible location should be established for where the iPad was kept during

class time

- The action in the gym or sports hall should not stop when a student is using the iPad

Q2b(iii) How has video technology been used to support learners and their learning?

A2b(iii) Video technology in physical education often involves students using videos or recording videos

to support their learning. Videos can be viewed or captured on cameras, computers, iPads, tablets

and phones. Videos can also be viewed on large screen projectors and various digital editing

software or applications, such as dartfish, coacheseye, iMovie and Ubersense allow users

(teachers or students) to edit videos.

Videos allow students to view a learning task or a particular movement. For example, students

could view a particular game, skill or tactic that they might be required to then develop their use

of during a lesson. Students can also use videos to analyse their performance. For example,

learners may video each other and then play the video back to assess their performance and

identify areas for improvement.

Digital editing software and applications can be used to strengthen students understanding of the

video and their analysis of performance. For example, Dartfish (and similar to Ubersense and

Coacheseye) enables key teaching points to be highlighted on the video and enables students to

interactively engage with the video by pausing the video clips, highlighting movements and

identifying how the performance could be improved.

While videos have been predominantly used for viewing performances of skills or games, videos

can also be used in a way that allows learners to present their learning and for teachers to

understand their students’ engagement in physical education. For example, Goodyear, Casey &

Kirk’s (2012) work with (dis)engaged girls highlights how students can video small clips of their

learning during a unit and then edit these videos on computer software into a short video to

present their learning and engagement. Such action acts as a powerful tool for assessment and for

teachers to better understand how their practice is supporting learners and their learning.

Recommendations for the use of video technology:

- Appropriately technology should be used to capture good quality videos

- Students and teachers need to understand how to use the technology

- In the use of videos a high level of preparation is required by the teacher

- Videos should not be used as the sole form of instruction but rather as a learning aid

- Students need clear rules and guidelines about appropriate technology use (what to video,

what to view and how to use the technology to support their learning)

- The effective use of videos requires the technology to work and be accessible to all

learners

Context/ References

Banville, D. & Polifko, M.F. (2009). Using digital video recorders in physical education. The

Journal of Physical Education, Recreation & Dance, 80(1), 17-21

Casey, A., & Jones, B. (2011). Using digital technology to enhance student engagement in

physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), 51-66.

Goodyear, V.A. (2013) The use of video demonstrations of gymnastics vaulting skills to enhance

students’ confidence, motivation and skill progression. Physical Education Matters, 8 (1), 67-70.

Goodyear, V.A., Casey, A., & Kirk, D. (2014) Hiding behind the camera: social learning within

the Cooperative Learning model to engage girls in physical education. Sport, Education & Society,

19(6), 712-734.

Goodyear, V.A., Casey, A. and Kirk, D. (2013) Slights, cameras, inaction: using flip cameras in

Cooperative Learning to explore girls’ (dis)engagement in physical education. In Azzarito, L. and

Kirk, D., (Eds.), Pedagogies, Physical Culture and Visual Methods (Routledge Studies in Physical

Education and Youth Sport), London: Routledge. pp.47-61.

Harris, F. (2009). Visual technology in physical education using Dartfish video analysis to

enhance learning: An overview of the Dartfish project in New Brunswick. Physical & Health

Education Journal, 74(4), 24-25