The Possibilities for ICT in PE

For me, the possibilities of ICT in PE are infinite. With the new curriculum for PE now being under the new subject of well-being, the curriculum is now looking at each individual student’s health and well-being, which will include assessing our students overall health and devising a plan to help improve or maintain a student’s health and well-being, not only for their time in school, but also for to provide a positive health framework for the rest of their lives.

From my research of ICT in PE, I have come across various apps that would be of great use in a PE teaching and learning context. These include ‘Snap Guide’, which provides a step by step guide in demonstrating skills progression. It also demonstrates the rules of many sports which would assist in a student’s learning. This app is only one of many apps that can be used in a PE context. In regard to the strand of health related fitness, the range of apps available to teachers is astonishing. From my search, I came across apps such as ‘Nutrition tips’, ‘Coach’s Eye’ and a cardiograph app. These apps would prove invaluable to teacher in monitoring and assessing their students overall health and well-being in school.

From my research of ICT in PE I am came across an interesting article which led me to ask myself, is ICT of any use in PE, as PE is a physically active subject? (Wolstenholme, 2013). This also led me to question, would ICT decrease the volume of physical activity in my class? As outlined by (Loveless & Ellis, 2001), ‘Effective education should always be the priority, and the technologies must remain in service of that priority.’ This article by Wolstenholme enforced this point by highlighting that if the technology is relevant to the material being taught and if the students were learning effectively from the use of technology in a PE class, then it is useful for the class. If the adverse comes into effect, then it is best to nullify the app or technology as it has no positive effects on your PE class. We as teachers need to think more critically about the use of new communication and technologies and also provide students with the knowledge and skill to do likewise. However, this change needs to begin immediately as ‘the emergence of new electronic communications potential interactivity is changing and will change forever our culture.’ This means we, as teachers, have to conform to this new media and way of teaching as the technology will soon be the basis of education within our schools. It is therefore essential that we look at ICT in a positive light as ICT will undoubtedly by guiding the education system in the years to come. Statistics from a study carried out by show a shocking number of teachers rarely use ICT in their classrooms (‘ICT in schools Inspectorate evaluation studies’, 2008). The study showed how often teachers used ICT in their subject to aid their students learning.

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These shocking statistics show that a bare 7% of teachers use ICT in PE no more than twice a month. This means roughly 90% of teachers don’t use any type of ICT when teaching PE. This low statistic highlights how we must conform to technologies and use it to our advantage when teaching PE. There is a vast amount of resources out there for teachers and I believe that the use of ICT in PE could be highly beneficial to students in order to learn and maintain basic component of physical education such as the fundamental movement skills. And who knows what else technology could do for both our teaching and our students learning, as the great John Lasseter would say, ‘The art challenges the technology, and the technology inspires the art.’







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