VLOG 9: Technology: some key considerations

This VLOG provides 3 key considerations for technology use by using exergames as an example: (1) Ideal perceptions of the body, (2) learning in multiple domains, (3) learning first.

Articles linked to this VLOG include:

The Guardian Article: “Computer games vs PE: teachers use tech to get students moving” http://www.theguardian.com/teacher-network/2015/may/06/technology-arch-enemy-physical-activity?CMP=share_btn_tw

Research articles and presentations:

Meckbach, J., Gibbs, B., Almqvist, J., & Quennerstedt, M. 2014. Wii Teach Movement Qualities in Physical Education, Sport Science Review, 5-6, 241-266

Ohman, M., Almqvist, J., Meckbach, J., & Quennerstedt, M. 2014. Competing for ideal bodies: a study of exergames used as teaching aids in schools, Critical Public Health, 24(2), 196-209

Gibbs, B. 2014. How do Wii learn to dance? Paper presented at the British Educational Research Association Conference, London.

Should we have a pedagogy of technology: DrAshCasey Slideshare

VLOG 8: Assessing toward the physically active life

This VLOG considers and gives some examples of how assessment could be tailored toward promoting the physically active life. It considers how assessment could be approached more broadly and focussed on physical, cognitive, social, and affective domains. Examples are given from create development, blendspace, and the assessment pro application. With assessment without levels (or grades) being a prominent focus in the UK at the moment, further suggestions and ideas are welcomed.

Further information from the discussions in this VLOG can be found through the following sources:

Dudley, D.A. (In Press). An observable model of physical literacy. The Physical Educator, 73(1). (author can be contacted via Twitter @DeanDudley)

Hamblin, D. (2014). Physical education assessment from 2014: assessing without limits. Research in Teacher Education, 14, 2, 25-33

Create development: http://www.createdevelopment.co.uk (can be contacted via Twitter @Create_Dev_)

Blendspace: https://www.blendspace.com

Easy Assessment Pro: https://itunes.apple.com/gb/app/easy-assessment-rubric-creation/id489279817?mt=8 & https://play.google.com/store/apps/details?id=com.thepegeekapps.easyassessment&hl=en


VLOG 7: More than the Distance – STAD in Athletics

This VLOG considers how success in Athletics is more than just the distance thrown, the height jumped, or the speed around the track. It challenges the traditional ego-orientated climate in Athletics and considers how a master-climate and improvement can be the primary learning outcome. Student Teams Achievement Division (STAD) is presented as a way of focussing on the improvements students make in lessons and how learning can be focussed on both the physical and social.
STAD is drawn from Cooperative Learning and further information can be found about this model in VLOG 4 https://www.youtube.com/watch?v=nW17a-YJ8R0

The resources shown are with thanks to Leigh Churchward and Ashley Casey – they can be found on Twitter at @LeighChurchward and @DrAshCasey

VLOG 6: The Transmission of New Practices

This VLOG focusses on how we can make research and evidence-informed practices more accessible. It highlights the importance of Body Image in PE, it discusses how innovations can be sustained and questions the quality within school sport partnerships. It has guest speakers, including Professor David Kirk, Dr Charlotte Kerner and Dr Helen Ives. The VLOG is drawn from the developing new practices event in recognition of Dr Eileen Alexander’s significant investments to physical education and research. The three areas of research discussed in this VLOG were all funded by Eileen Alexander.

VLOG 5: Going online for professional learning

This weeks VLOG poses questions about the challenges associated with online professional learning and asks how the use of blogs, podcasts, websites and social media can be developed.

The various sites and accounts mentioned in this VLOG include:


VLOG 4: Cooperative Learning in PE

This VLOG provides an introduction as to how to plan for and use Cooperative Learning in PE. This is a model than can be used across a unit and in various activities to promote physical, cognitive, social and affective learning.

Some resources, lesson ideas and papers that were mentioned in the VLOG can be accessed here:


Click to access Jigsaw%20article%20AC.pdf

Casey & Goodyear (2015) Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature. Quest 67(1), 56-72. http://www.tandfonline.com/doi/full/10.1080/00336297.2014.984733#abstract

VLOG 3: What would your students VLOG about?

This VLOG explores student voice. The VLOG provides ideas for moving beyond simply asking students what they think toward using prompts such as magazines or photos and provides an example of students creating movies of their physical education experiences.

These four articles provide further information on how to engage with student voice in physical education and sport pedagogy.

Enright, E., & O’Sullivan, M. (2010). “Can I do it in my pyjamas?” Negotiating a physical education curriculum with teenage girls. European Physical Education Review, 16(3), 203-222.

Goodyear, V.A., Casey, A., & Kirk, D. (2013). Slights, cameras, inaction: using flip cameras in Cooperative Learning to explore girls’ (dis)engagement in physical education. In L. Azzarito & D. Kirk (Eds.), Pedagogies, Physical Culture and Visual Methods (Routledge Studies in Physical Education and Youth Sport) (pp. 47-61). London: Routledge.

Goodyear, V.A., Casey, A., & Kirk, D. (2013). Using flip cameras as a pedagogic device to explore girls’ (dis)engagement in physical education. Active and Healthy Magazine: Australian Council Health, Physical Education and Recreation, 20(3/4), 5-9.

Oliver, K. (2001). Images of the body from popular culture: engaging adolescent girls in critical enquiry. Sport, Education, & Society, 6(2), 143-164.

The You Tube clips on student voice can be found here:



VLOG 2: Challenging tradition: making running fun and educational

Examples of activities and tasks are given as to how to make running (or cross country running) engaging and relevant to young peoples lives. It challenges the traditional focus of running that is based on ‘just the physical’ and shows how learning can be developed in the physical, social, cognitive and affective domains through adapted tasks e.g. the selfie running task & the F1 Tag Relay

I would like to thank Mark Bowler (https://twitter.com/Health_Based_PE) and Ian Roberts (https://twitter.com/coach2thestars) who taught me these tasks and challenged my thinking about how to teach running in physical education.

I would also like to thank the students involved in this video

Finally, the research paper about ‘what students are tweeting about in PE’ can be found here http://goo.gl/FAmBYn.

Casey, A., Hill, J., & Goodyear, V.A. (2014). “PE doesn’t stand for physical education. It stands for public embarrassment”: voicing experiences and proffering solutions to girls’ disengagement in physical education. In S.Barnard, A Tischler, & S Sanders (Eds.), Sociocultural issues in physical education: case studies for teachers (pp. 37-53).

Cooperative Learning Triangle Ball

This task is used to demonstrate how to scaffold learning and provide progressive tasks.  It highlights how to set up physical, social and cognitive goals for tasks and lessons but also how tasks within the Cooperative Learning Model should ensure individual accountability and positive interdependence (key elements of the Cooperative Learning model)

This site provides video based blogs on areas of interest in physical education and sport pedagogy

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