Category: PE


So after a very busy year of developing ICT in the PE department at City Academy, Bristol, I think it is time to review what has been achieved, do look at impact on teaching and learning and to see what can be improved for the next academic year.

We started last September with every member in the department having an iPad, this was supported through our Director of Sport who helped fund the project.  Over the course of the first month we had to ensure that all staff were equipped with the skills to feel comfortable using these devices in their lessons.

In order to achieve this I set up several processes. first an audit of staff (via Socrative) to gauge how they felt about using the devices and where they felt they needed specific support.  This then impacted on the creation of peer mentoring groups where each member of staff was paired with someone to help develop their practice.  This was a great start to getting a familiarity with the devices and enabled me to train one or two staff that were more familiar with the devices and they then spread out this to others.

Apps that were primarily used by staff were:

Ubersense or Coaches Eye for performance analysis.

Socrative for instant AFL opportunities

Comic Life for creating resources and documenting progress

Audioboo and Fotobabble for student reflection

Evernote for documenting learning and capturing evidence

Next we looked at Learning walks to look at how the devices were being used, nothing formal, just to get an idea of what was being done.  This needed to be shared and so a department blog was set up to allow staff to record what they had done in lessons and the difference it made.  Where staff were reluctant to write a blog themselves i recorded it for them to ensure their successes could still be shared.  This has now developed into a department newsletter that goes out once a term to highlight good practice and also highlight good blogs to staff and CPD opportunities.

The focus was not solely on the use of iPads however as it is important to look at lots of areas in which ICT can develop our practice.

We also trialled the use of Edmodo with specific groups.  Again just looking at engaging a couple of staff that showed an interest and trained them up on the use.  these staff then gave feedback on successes and areas that needed attention which eventually allowed us to agree to use it as a model for Sport to use in BTEC, GCSE, KS3 and with our sports teams organisation.  This will be launched to all of our groups in September.

Google Drive was also adopted across the whole department due to the benefits of collaborative spaces.  We used it at first for our BTEC course where I had set up a tracking and feedback system for students to allow for greater independence of students.  This coupled with Edmodo helped us really look at extending student engagement beyond the classroom as they had a place to review feedback and find further reading to impact on their studies.  In showing this to staff it was great to see how it inspired them to streamline other areas using the same system.  for example our detention system was changed to Google so we could all add in students that needed detentions and the person on duty could easily check them off.

One tool that I found to be really useful, specifically for tracking progress of understanding in theory lessons was Padlet.  This enabled students to record their own developing ideas and for me to track how they were progressing in class.  It also served as a tool to document their learning to then reflect on when they had coursework to complete.

We also looked at using ICT to embed literacy and numeracy in our lessons.  Again just trialled in specific years, we used systems to allow students to reflect on their work.  Homework was set on Edmodo via quizzes or as a reply to a note, just asking students to reflect on what they had achieved and something they needed to improve.  Alongside this we also encouraged a literacy focus each module such as use of capital letters or grammar.  With numeracy we looked at using our iPads to analyse performance and look at averages and percentages.  This was only I trail that I focused on since Easter but students really engaged in it and it will be developed next year.

So to impact

Observations in March came out at 100% Good or Outsatnding.  In all sessions there was evidence of the use of ICT, this was a great outcome and showed the real impact that the training and awareness had.

Student progression in BTEC was also enhanced. For example Y11 results showed a change from 19% to 30% at distinction level and overall 71% merit or above.  One student who was failing at Easter used the system to impact on his own work to end up with 4 c grades when he left in May.  In the past this has not happened due to having to track students down to let them know what they needed to do.  Again this needs further work to ensure all staff use it effectively but has shown impact.  Interventions were therefore a lot swifter using this system and students were given extra help where needed.

So this is a great platform to move forward on, we will continue developing and I will continue sharing success

The paperless classroom

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Over the last two years i have tried to reduce the amount of paper that I deal with on a daily basis.  This in part is due to organisation but more importantly to encourage learners to work better away from school.

I have looked at several different methods to achieve this, from Evernote to Dropbox, finally resulting in using Edmodo and Google Drive.

Google Drive gave me a platform for tracking progress and providing feedback to students in a digital way, so that work could be accessed anywhere, I have blogged on this before (link).  What Google Drive also offers is a variety of ways to interact with students.  You can comment on their work, directly annotating on the work and also add voice comments which opens a whole new world of options when working with students with different needs.

Though Google Drive gave a wealth of improvements to the course, it still was a bit messy and i needed something to combine it all in to one place, somewhere where all students could access their work, communicate with me and find extra resources.

Enter Edmodo.  This has a whole range of options to really build a platform for interacting with students.  For the paperless classroom it really gives a central place to file all of the evidence created.  The real beauty of Edmodo is that it links in really simply with everything i had done in Google drive.  In the library section of Edmodo there is an option to link your Google Docs, this gives access to everything in Google Drive and with a simple click it can be shared with your class.

Now students are encouraged to use Google docs to create work, it leads to better collaboration and i can give ongoing feedback to inform progression.  From a staff point of view, all of the tracking and feedback sheets can be shared internally through Edmodo, all of the coursework is stored in one place, I can simply track who has or hasn’t submitted work.

Now There is no real need for paper.  Students can create their work in whatever way they want, Videos uploaded via a link, Documents via Google Drive, Podcasts even their own apps via iBuildapp.  I can mark their work, give brief ongoing feedback on the work on Google Drive and in the comments section on Edmodo.  Detailed feedback (which BTEC require) on Google Drive.  I can then also track ongoing progress, modular and overall.  Not only is the course now paperless it also encourages independent learning and students to work in a productive manner when away from school

Joined up thinking?????

So, I have had a bit of time recently, left alone with my thoughts, to think about what I have done over the last couple of years.  To say I am a reflective person is an understatement, at times it is great, but can cause me to over analyse things.

Hopefully this reflection will be constructive and lead to a real transformation in my teaching.

In my drive to better myself and develop skills in areas that I need to improve I have taken a huge interest in Teaching and Learning.  Using twitter, blogs, attending and presenting at teachmeets and generally reading more than I have ever done before.

It has occurred to me that my passion for digital technology and teaching and learning are not always joined up enough and they need to be in order to really change what happens in schools.

So to start with the iPads and iPods, I think by now it is clear to most that these devices can have an impact in the classroom and in many ways.  Mark Anderson (@ictevangelist) opened my eyes to the fact that it is not about just changing how we do things but to really impact on what we do.  (See his posts on SAMR). What I want to look into now is how the whole concept of school can be changed to allow students to learn in their own way, to extend their study how they see fit and to become true independant learners.

This is where I think digital tech and new pedagogies really come in.  iTunes U, iBooks  and Edmodo are just some tools that can really help to redefine how we approach the teaching and learning progress.  I am already seeing huge developments in increased distance learning opportunities but the real impact will be when students are creating content that can then be used to help teach others.  In this way they can see the relevance of what they are learning and see the benefit it brings to others.

I would like to think that in the same way that I have self taught about digital tech, the same approach can be used with students.  Not just a syllabus that needs to be recalled in exams or regurgitated in coursework but a real opportunity to create something with long lasting impact.

How this can be facilitated will be where I will focus my ongoing efforts.  Looking at curriculums, project based learning, digital technology etc and how it can be used to create a different approach to learning.  Students that have timetabled lessons for face to face interaction, to share ideas and what they have learnt, to develop ideas and test out theories.  All the learning having taken place away from the classroom.  Digital tech is pivotal to this, to help with the communication and collaboration so that progress is constant and monitored.

I feel my PLN are going to have me asking them a lot of questions over the summer as I try to make more sense of this, but I know that as always, they will be there to help.

A few months ago I engaged in a conversation on Twitter over measuring students progress from KS2 to KS3 and that the data that we were using was flawed as it was not really based on them from a practical point of view, (in particular PE in my case but this does apply across other subjects)

When measuring progress we were seeing big differences in targets and predicted and on analysis it was fairly obvious why.

Now there is a bigger issue here that I wont go into too much detail over but there is a view that in PE we should measure their practical ability??  Sport actually covers so much more than this, from leadership to healthy lifestyles.  Do these get graded?  Can you make progress in these areas?  Which ever way you look at this aspect it is clear that KS2 data does not reflect any of them so progress against it is always going to have questions against it.

The solution!!!!!

The idea that came up through conversation (and there are schools that currently do this)  is to assess in some form at the start of Y7 and to then set target grades based on that. In this way you have a better picture of the students that you have in Y7 and a clearer idea of what needs to be done in order to improve.

What I proposed for our department was to build in an induction programme that looks at the full range of activities in the curriculum as well as a full range of concepts and processes.  Over the first 6 sessions in PE all teaching staff in PE will moderate and look at the cohort we have and give an assessment based on the activities covered.  Though this is still going to be a fairly crude measure the hope is that it will be more accurate than the current model.

Hopefully in using this system we will be able to plan interventions better and highlight where we have issues as a department. This should work in all subjects that have a practical focus, in talking to other subjects such as Art and Drama it is clear that they have similar issues.

Thanks to all the PEgeeks that helped me with this vision, as always you continue to support and inspire.

 

Over the last few weeks of Y11 on my BTEC course I have been trying to think of every way possible to get them to really achieve their full potential.  They are on target to get their grades but want them to push themselves to see if they are capable of more (which I believe they all are)

My way of tracking progress is through a google spreadsheet, it helps keep track of grades and works out points and final grades for me automatically.  it also works well for the students as it is colour coded so at a glance they can see where they are in the course.

What occurred to me in one of my sessions was that you could see those that were doing well so why not put them in rank order, this way i could quickly see who needed intervention and prescribe it to them.  this was not meant to be shown to the students in this way but one student saw the list and commented on how it looked like a league table.  The conversation developed and he seemed really enthused to see what he could do to move up a place.  he then went off, did the work, got it checked by a peer and resubmitted to get a better grade.

I then thought to share it with the group.  It worked, we talked about it being the premier league table complete with Champions League spots, Europa League and the dreaded relegation zone.  It was all done a bit tongue in cheek so as not to alienate anyone but in fact those lower down really showed a more conscious effort to make changes and those at the top wanted to keep their position.

It has resulted in a massive surge in work getting finished and a focus on peer assessing before it gets to me so they do not waste an opportunity to move up the league.

I don’t think it would work for all students but with a sports group it hit the mark.Image

Over the last few weeks I have been trying to look at how we can embed numeracy in PE. It was on the back of the Sports College Conference where I had joined in a few of the sessions looking at numeracy. I know there are lots of opportunities in sport to look at numeracy but it was key to make sure that it did not take away from the session being on PE. Having tweeted for some collaborators there was some initial interest and people were happy to share what they had or their thoughts on what there could be. This is hopefully just an interim update

Thanks go to
Michael Davison @davisonpe
Jo Bailey @lovephyed

The sheet is split into 2 sections.
Learning in PE, things that we can do in PE lessons that help benefit the lesson
Learning through PE, things that can be looked at outside PE with sport as a focus.

Use of apps to impact on this,

Dartfish tag, excellent tool for simple notation analysis.
Coachnote, good for drawing out activities to then explore space, angles etc Numbers (google docs) data collection and comparison.
Analysis apps (Ubersense, Coaches eye, Dartfish express).
Fitness specific apps, bleep test, fitness pro. (Both good for data collection)

Learning in PE

Team games
Shot, pass accuracy, (percentages). Students can look at what they are doing in games, if rotating teams get the team that is off to keep track of shots, passes, tackles etc. as part of a homework project they could then do a statistical analysis of the teams performance. They could then use this as a measure to improve on in future sessions. example
In basketball look at angles of body position in shooting. Using analysis app to look at the angles, is there a perfect angle, how might we compare. Can also look at angle of release when shooting.

Racquet games,
angles, speed, distance, multiplication, scoring. Ubersense
Again using analysis apps you can look at speed by breaking down the frames. Burst mode is a good app for this. Lots of angles work can be done in racquet sports, ideal angles to play shots. Possibility to look at Pythagoras and trigonometry!
Points scoring. Create games that have different scoring systems. Look at algebra, points scored on serve are x, points scored with volley are y, points scored from baseline are z. Keep a tally and then work out score if x=3 y=4 z=5. Example

Athletics
Distance, timing, compare, data, really easy to look at data collection, comparison etc. use of spreadsheet to record personal data and look at personal bests. Measurement if field events looking at distance, conversions to different measurements, i.e. meters, yards, centimetres, inches etc. looks at multiplication.Example
Look at elite times, work out percentage difference between students and elite athletes. estimates. Eg u run 100m in this time, how long will it take you to run 400m
Laps times @dwoodward11

Striking and fielding
Scoring, space, angles, distance,
Similar ideas to those already mentioned, can do lots of data collection that then leads to percentages, also a good way to look at algebra in a similar method to the racquets idea above.
Example of using Ubersense to look at angles

Fitness
How much weight is lifted over a period of time? In comparison how long would it take to lift
equivalent of ……..?

OAA
Maps, orienteering, QR codes, distance, time, space. Ideas used by @peeducator

Learning through PE

Within maths how can sport help?
Lends itself to lots of project based studies that involve sports at the heart. Would be engaging for sporty children as it is based around their interest.
Problems that could be set in tutor time or on a maths wall where answers could be emailed in. I am going to start ths after half term so will put some info on successes and issues after then.

Cycling
How far does a cyclist travel in the Tour de France? What’s the rate of decent? Average
speed? Rotations of the wheel? calories burnt? Example
How many hours does it take to become an elite athlete, hours per day, per month etc

Athletics
Distance covered in a career for Usain Bolt?example Angle of javelin release? High jump, how high do they jump compared to height? Angle of jump in relation to bar, ideal angle, does it change per height of athlete? example

Football
Look at the angles, distance etc covered in penalties. Use pictures as a stimulus to get students applying Pythagoras and trigonometry.Example
Also looking at place values by looking at players wages over time. Example

Learning through PE Michael Davison @davisonpe

Fitness Lesson (Maths Focus)
The first task pupils will perform will link Mathematical knowledge with that of BTEC Sport, specifically Physiology.
As the pupils are sat down at the start of the lesson they will each take their own resting heart rate. Once they have taken this Heart Rate they will then record it on their task sheet.
Pupils will then communicate to each other in order to get each others results. Once they have their own and someone else’s data they will then compare it with that of an Elite athlete and their teacher! The pupils will not only compare HR as a figure but also percentage difference so that a discussion can be formed about resting heart rate and what it means to low or high from a sporting performance point of view.
After this task pupils will be split into two teams based on resting HR. Each team will be told what the main task will be for the lesson, and that to be successful, as well as being good at Maths you also need to have good levels of fitness. Based on this information pupils will have to work out the probability of them winning the task. They will do this through a Percentage, Fraction and Odds. Once they have agreed this as a team the task will start.
For this task a list of Maths equations will be displayed on the wall at one end of the gym. These will be word equations based around sport. For example, The number of Players in a Football team x Number of teams in the Premier League.
At the other end of the gym will be a number of sheets, which will display the answers to a corresponding equation. When the task starts one person from each team must sprint to the other side of the gym via some obstacles (hurdles, press up mats, benches etc), collect a sheet and then run back to match the result to the question.
Each pupil must do this until all answer sheets have been collected. Once collected each team must then try and solve each equation. Each team must work until all these answers are matched with the correct questions. However if they identify that they are finished but in fact have a number of answers wrong, they must do a number of laps around the gym before they can change their answers. E.g., 3 answers wrong, 3 laps.
Resources Needed:
∙ Sports Hall / Gym Facility
∙ Maths Q & A Sheets
∙ Fitness Equipment (Benches/Mats/Dumbells etc)
∙ Cones
∙ Record Cards
Circuit Training (Maths)
For this lesson you will need to set up an 8 station Fitness Circuit. This could include exercises such as Press Ups, Squats, Triceps Dips, Shuttle Runs, and Lunges etc. Alternatively you can make the circuit a Skill based circuit around a specific sport.
Set up the circuit around the outside of the sports hall/gym as you will need the centre of the area free.
In the centre of the circuit put a number of Maths equations face down on the floor. The equations could be numbers based or written based and could be based around sport or general maths questions. The answers to these questions will go on the wall next to one of the exercise stations. For example next to the Press
Up station could be the number 85 (an answer to one of the questions in the centre).
During the lesson the pupils will construct their own circuit by coming into the centre of the gym after each set time period of work, picking up a Maths question and then moving onto the station which answers that question.
If you have a small group you can have multiple questions with the same answer so more than one person is working on each station. To make sure the pupils do not pick the same question twice ask each pupil to
sign the question sheet once they have answered that question. Alternatively if you have a large group, you can split the pupils into teams of 4/5. They will both exercise and answer the Maths equations in these teams (produce multiple copies of questions on different colour paper so that each team answers the same questions).
You can increase or decrease the difficulty of this lesson by adjusting the time pupil’s work and have to answer questions.
After one full Circuit, change the questions to increase the difficulty but maintain the same answers for each station. This will challenge the pupils both physically and mentally.
To relate this lesson to English instead of using Maths questions you could use questions based around language groups. For example a question could be ‘Name a Verb’, and pupils would have to go to the station which has the Verb next to it. You could also use correct ‘Spelling’ questions, correct ‘Grammar’ questions or even ‘Missing Word’ questions.
Resources Needed:
∙ Gym / Sports Hall Facility
∙ Maths / English Q & A sheets
∙ Circuit Training Equipment

Maths and PE Integration: @lovephyed Jo Bailey

Pack Math:
Got this one from an AAHPERD convention. The slides don’t format completely to google docs so if you want the full version please DM me your email on twitter or tweet me and I will send it to you. Some of the newer apps would work really well with this (educreations, showme, explain everything etc.)
Split class into teams of 3 or 4 ­ give each team a short rope, a cone and designate a home base for each team. Spread poly spots with numbers on them (or cones with numbers on them) out all over the playing area. Use powerpoint slides/ ipad to display a formula and an associated exercise. Students must gather up the numbers to correctly complete the formula, performing exercise reps corresponding to each number they pick up. When they have got the numbers for the equation, the team runs back to their home base and knocks their cone down.
Rock Paper Scissors Maths
Quick warm up game which engages students in mental arithmetic. Split class into pairs, one on either side of playing area. Players run (or perform designated locomotor activity) into center of area, play R­P­S and hold out between 1 and 5 fingers. The first player to correctly add/ subtract/ multiply the numbers and call it out earns a point. Variations: use both hands to add/ subtract/ divide/ multiply; play by king of the court levels ­ if you win, move up a level. If you lose, stay where you are UNLESS you are at the top level­if you lose here you restart from the bottom.
Nutrition Maths
Pedometer math ­ students wear pedometers during activity. The number of steps they earn correspond to their number of calories their body needs during the day (this will of course depend on the activity you are doing, lesson length etc. My expectation during a 30­40 minute activity period is normally 3000 steps. This is achievable but students will have to move purposely to meet it. Students then choose how to “spend” their calories ­ they could do this by comparing a recent day’s food intake or by making choices and seeing if they can budget their calories appropriately. This is a great activity to do some reflection work ­ link activity level with energy expenditure, discuss what happens if you are over or under budget.
Jumping Junk Food Challenge
On a similar theme, collect nutrition labels from a variety of different food items. Give students the following information/ instructions:
1 gram carbohydrate = 4 kcal
1 gram protein = 4 kcal
1 gram fat = 9 kcal
1. Choose a food label
2. Work out how many calories come from fat/ protein/ carbohydrate (specify one for each label)
3. Each lap of the basketball court will burn off 15 kcals (you can vary the activity here)
4. Complete enough laps to burn off the calories from fat

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Numeracy in PE

IMG_0801

Numeracy in PE
Ideas to help the maths department in PE and through
Use of apps to impact on this,
Dartfish tag,
Coachnote, good for drawing out activities to then explore space, angles etc
Numbers (google docs) data collection and comparison.
Analysis apps (Ubersense, Coaches eye, Dartfish express).
Fitness specific apps, bleep test, fitness pro. (Both good for data collection)

Team games

Shot, pass accuracy, (percentages). Students can look at what they are doing in games, if rotating teams get the team that is off to keep track of shots, passes, tackles etc. as part of a homework project they could then do a statistical analysis of the teams performance. They could then use this as a measure to improve on in future sessions. In basketball look at angles of body position in shooting. Using analysis app to look at the angles, is there a perfect angle, how might we compare. Can also look at angle of release when shooting.

Racquet games,

angles, speed, distance, multiplication, scoring. Ubersense Again using analysis apps you can look at speed by breaking down the frames. Burst mode is a good app for this. Lots of angles work can be done in racquet sports, ideal angles to play shots. Possibility to look at Pythagoras and trigonometry! Points scoring. Create games that have different scoring systems. Look at algebra, points scored on serve are x, points scored with volley are y, points scored from baseline are z. Keep a tally and then work out score if x=3 y=4 z=5.

Athletics

Distance, timing, compare, data, really easy to look at data collection, comparison etc. use of spreadsheet to record personal data and look at personal bests. Measurement if field events looking at distance, conversions to different measurements, i.e. meters, yards, centimetres, inches etc. looks at multiplication. Look at elite times, work out percentage difference between students and elite athletes.

Striking and fielding

Scoring, space, angles, distance, Similar ideas to those already mentioned, can do lots of data collection that then leads to percentages, also a good way to look at algebra in a similar method to the racquets idea above. Fitness How much weight is lifted over a period of time? In comparison how long would it take to lift equivalent of ……..?

OAA

Maps, orienteering, QR codes, distance, time, space.

Within maths how can sport help?
Lends itself to lots of project based studies that involve sports at the heart.
Would be engaging for sporty children as it is based around their interest.
Problems.

Cycling
How far does a cyclist travel in the Tour de France? What’s the rate of decent? Average speed? Rotations of the wheel? calories burnt? How many hours does it take to become an elite athlete, hours per day, per month etc

Athletics
Distance covered in a career for Usain Bolt? Angle of javelin release? High jump, how high do they jump compared to height? Angle of jump in relation to bar, ideal angle, does it change per height of athlete?

#literacyinpe follow up on blogging

As a follow up to @davidfawcett27 excellent post on literacy ideas I thought I would expand on the idea I presented at tmbrock on students blogging to reflect on their learning and impact on their literacy.
The idea was to have the teacher post a synopsis of the lesson and then students were to write a reelection on what they had learnt and what they needed to do to improve.
Though this engaged the students and got them writing, did it actually have an impact on their literacy? Not really.
In reaction to this thought I met up with one of our English teachers for some guidance, the outcome was to have a focus per module that the students should think about when writing, just simple things but things that our students needed to focus on.
KS3
To encourage reflective writing all students will have access to either Edmodo or Posterous and will review their learning after each session. This is aimed at getting students to write about what they have done and look at targets to improve. The impact on literacy comes through the extra practice at writing and enhanced through modular focuses looking at writing structure.

Module 1: capital letters at the beginning of sentences and for names of people and places

Module 2: full stops at the end of every sentence

Module 3: apostrophes used for a) contractions (e.g. do not – don’t) and b) possession (e.g. the student’s kit/the students kits’)

Module 4: commas used for a) listing things and b) after a subordinate clause (e.g. When the ball was passed to me, I ran as quickly as I could.)

Module 5: using all of the above consistently.A board is in place where articles about sport will be displayed, this is to encourage reading around relevant and current issues and develop skills required in understanding different text.

This is now going to be launched to the students with the focus being reflected on over the whole module.

Keywords ebook for Sport and literacy

P296

Been looking at how we can help support and develop literacy from a PE perspective. This is a joint project involving lots of really great practitioners and headed up by @davidfawcett27.
One of my ideas was to create an ebook that contained all the keywords from our BTEC sport course. The idea is that this would be downloaded by all of the students and would be support for their work and a place to check understanding.
I have started to collate the keywords into the book and wanted to bring it to life with some more audio visual representation of the keywords.
I have found some great videos that show the keywords in action and I have recorded my own explanation of the keywords.
I feel that what would really bring this to life however is to use the practical work of the students on the course. In this way the book serves multi purposes.
Students have a place to present their work in a way that it is not only seen but used.
It makes the book evolve over time as videos and audio clips can simply be change.
It gives a tool to engage and extend G&T students
One Issue that I have found is that due to the size of the book it is difficult to share so it would need to be broken down into chapters.
Lots of potential here though and could prove to be a great project to work on with the students

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