learning physical education and sports through information and ...

International Human Research Journal, {Online Interdisciplinary-Quarterly}, ISSN 2347-7067, Volume-II, Issue-IV, October-December 2014

LEARNING PHYSICAL EDUCATION AND SPORTS THROUGH INFORMATION AND COMMUNICATION TECHNOLOGY Dr. Anita Gupta, D.C.P.E., H.V.P.Mandal, Amravati (MH) Email- [email protected]

(Online Interdisciplinary human Research Journal Bhopal, Madhya Pradesh, India) Journal’s Website: http://www.ihrj.org

Correspondence: Dr. Anita Gupta, Asst. Professor, D.C.P.E., H.V.P.Mandal, Amravati (MH) Email- [email protected]

www.ihrj.org

Impact Factor : 0.798

Page 1


LEARNING PHYSICAL EDUCATION AND SPORTS THROUGH INFORMATION AND COMMUNICATION TECHNOLOGY Dr. Anita Gupta, D.C.P.E., H.V.P.Mandal, Amravati (MH) Email- [email protected]

Introduction Computers and other information technologies are fast becoming accepted as normal parts of both society and schooling. IT is 'the design, study and use of processes for representing physical, hypothetical or human relationships employing the collection, creation, storing, retrieving, manipulation, presentation, sending and receiving of information. ICT on the other hand, refers to the use of these technological tools to support pupils' learning. Children at the start of the 21st century are habituated to high levels of stimulation, they are visually aware, steeped in a culture of rapidly moving images and sounds, and are often adept with modern technology beyond the level of many adults. There is a growing recognition that learners need to capitalize on this technical sophistication, and build upon it in the education of pupils for rapidly changing world. Moreover, there is an expectation from teachers in all subjects including physical education and sports to exploit the potential of these technologies to support teaching and learning. However, as information and communication technology (ICT) becomes an increasingly central feature of learning centers, it is becoming evident that its use within physical education lessons is not keeping up with that in other subjects. Part of the reason for this seems to be that physical education and sports is viewed as essentially a ‘physical’ or ‘practical’ subject, less suited to ICT use than more sedentary aspects of the curriculum. Clearly, this view is built on the assumption that the only means of learning physical education and sports is through the process of taking part in physical activity is more than the cognitive processes of oneself take on. In this political climate, the scope for Information Technology in the learning process seems very limited. The problem is similar to the difficulties that have already been faced in trying to establish the use of lessons involving written work text books or audio-visual aids as a mode of learning in PE. Where the view predominates that PE should be restricted exclusively to the use of movement as its educational medium, with the playing field or sports hall providing its location, Information Technology, innovation is likely to be difficult to achieve. Nevertheless, the inclusion of ICT within physical education and sports is a statutory requirement at different stages of learning and is viewed as good practice in the primary phase, as part of the principle that it is good practice to be able to draw upon as wide a range of teaching strategies as possible in the promotion of pupil learning. Trainee teachers are also expected to develop a suitable level of understanding to www.ihrj.org


Page 2


'be able to exploit the potential of ICT to meet their teaching objectives'. It argues that ICT offers new opportunities for learning and the development of understanding, and should be considered a fundamental part of the teacher's toolkit. The range of technological tools available to the physical education teacher is vast, and might include the following:  television;

 video recorders;

 CD/DVD players;

 stopwatches and other timing devices;

 heart-rate monitors;

 sphygmomanometer;

 cameras

 PC (laptops and desktops);

 scanners, fax machines;

 Internet;

 Videoconferencing.

A Simple framework for promoting learning in physical education and sports through ICT:

Gathering Information: The word ‘world mindedness’ focuses in recognition of one formidable aspect of ICT: the potential for technology to enable world-wide communications and information sharing. This technology has the potential to break down the physical and cultural barriers that currently separate the peoples of the world, and to make available vast stores of information that were previously inaccessible. The internet and world wide web have revolutionized the way in which we can access information. In fact, the sheer quantity of information available and the ease with which it can be accessed mean that teachers need to utilize this recourses with care. But, with selective use, ICT opens up whole new areas of learning for pupils in physical education.

Providing stimuli for movement: Physical education directors/teachers/coaches have always used taped music, video, television and radio as stimuli for movement. Perhaps the most obvious use has been music for dance, and teachers of this activity area are well advised to build up a varied collection of music and other types of sounds. Visual images can also inspire or guide movements, and they provide variation in the teacher's presentation of a lesson.

Planning and developing movement ideas: Pupil planning in physical education and sports is usually inextricably linked to graceful bodily movements, high performance and its evaluation. However, there may be times when it is valuable to plan and www.ihrj.org


Page 3


develop ideas away from the gym. This may be particularly useful in the primary phase, when greater flexibility in planning allows the teacher to combine certain aspects of the curriculum, such as English/Communication skills and physical education. Martyn (1999) argues that ICT, such as the use of word processing, offers the opportunity to allow pupils to experience the thought-enhancing effects of written language. Planning can also be facilitated through the use of drawing packages and concept keyboards, with which pupils can plan and develop apparatus layouts, gymnastics sequences, dance routines or outdoor activity checklists.

Collecting and analysing information: Making sense of information is an important aspect of learning at various levels and beyond. There are numerous times when data are generated and gathered as natural parts of physical education lessons: i) scores; ii) heart rates; iii) fitness tests; iv) times for completion of events. Databases and spreadsheets allow pupils to cut down the tiresome task of representing data, and make it possible to order, analyse, see patterns and make comparisons between different aspects of the collected data. Other, more specialist, equipment can support the gathering of information. Heart-rate monitors, digital blood-pressure analysers, stopwatches and other timing devices are normally available in schools/colleges they provide useful, specific information, reflect authentic use in exercise and sports sciences, and can be highly motivating to pupils using them.

Evaluating performance: Directors/Teachers/Coaches of physical education and sports often use video cameras in their work, and they have become a standard tool for the purpose. The advent of relatively cheap, hand-held digital cameras opens up new possibilities for pupils of all ages. As it is well known that feedback is an essential feature of effective teaching and learning in physical education and sports and the possibility of viewing and commenting upon their recent performances can be very valuable, as it is the pupils themselves who are evaluating their performance, not just the teacher or peers. In this way, pupils develop their skills of analysis from an early age, and become more receptive to the comments from others. Aspects of physical education and sports that lend themselves to evaluation in this way include:  gymnastics compositions (static & dynamic)  dance composition (variety of aerobics)  team play - awareness of space and positioning (major & minor games)  skill, technique and strategy development

www.ihrj.org


Page 4


Communicating ideas with others: Developments in communications technology have opened up exciting new opportunities for pupils to access information and converse with people far beyond their immediate environment. Through web sites and the use of e-mail, pupils can engage in meaningful conversations with pupils living on the other side of the world. Teachers can arrange partnerships between schools in this country and overseas, links from physical education and sports web sites. e-mail discussions can facilitate rapid exchange of information about local sports, educational experiences and lifestyle. Pupils can also join web-based discussion groups, and share ideas on topics being studied in schools around the world, or ask questions of 'experts', via specialist homepages. Physical education and after-school/college sports provision present meaningful contexts for the creation of a schools/colleges PE homepage, providing information on things like the calendar of sporting events, awards and results.

Planning and class management with ICT in physical education and sports : ICT can be a useful addition to the teacher's repertoire of skills. However, it should be seen as a support for good teaching, not a replacement. Like any teaching strategy, ICT should be used when it can make a contribution to pupils' learning, and should be part of the more general planning and teaching approach adopted by the teacher. Ten principles of good practice in using ICT in physical education and sports are listed below: 1. Decisions regarding the use of ICT in lessons should be related directly to the objectives of the lesson (s). 2. The teacher should be selective in the use of resources. 3. Make sure pupils know how to use the technology and have the necessary key skills before letting them loose on it. 4. Resources should be thoroughly checked, and the teacher should make sure that he or she can operate all equipment, before the lesson (s). 5. Resources should be set up and ready to operate before pupils start the lesson (s). 6. Consider the organization of the use of ICT. 7. The teacher should check pupils' understanding and on-task behaviour, as in any other aspects of the lesson. 8. Give pupils enough time to use the equipment safely, and to reflect upon their thinking and learning. 9. Try to offer regular experience of ICT. 10. Do not feel compelled to use ICT in every instance in physical education and sports. It is only a part of the range of options available to the teacher, and should be selected when it meets a need.

www.ihrj.org


Page 5


Conclusion: The inclusion of ICT within Physical Education sports is a statutory requirement at different stages (especially in the primary stage) of learning both physical activities and cognitive aspects. It is viewed as good practice to be able to draw upon as wide a range of teaching-learning strategies. However, it should be such as a support for good teaching learning, not replacement ICT can be used, in this context in terms of gathering information, providing stimuli for movement, planning and developing movement ideas, collecting and analysing information evaluating performance and exchanging ideas with others. A few innovative outlines of good practice in using ICT in physical education and sports are framed below – 1) Decisions regarding the use of ICT in lessons should be related directly to the objectives of the lesson (s). 2) The teacher should be selective in the use of resources. 3) Make sure pupils know how to use the technology and have the necessary key skills before letting them loose on it. 4) Resources should be thoroughly checked, and the teacher should make sure that he or she can operate all equipment, before the lesson (s). 5) Resources should be set up and ready to operate before pupils start the lesson (s). 6) Consider the organization of the use of ICT. Will pupils work alone, in pairs or in groups? Will they decide or will the teacher decide when ICT is required? Will pupils, teacher or another person operate and control the equipment? 7) The teacher should check pupils' understanding and on-task behaviour, as in any other aspects of the lesson. 8) Give pupils enough time to use the equipment safely, and to reflect upon their thinking and learning. 9) Try to offer regular experience of ICT, to reinforce knowledge and understanding of the technology and its use. 10) Do not feel compelled to use ICT in every instance in physical education and sports. It is only a part of the range of options available to the teacher, and should be selected

References: 

Cohen, L. Manion, L. and Morrison (1996) A Guide to Teaching Practice, Routledge, London.

www.ihrj.org


Page 6




Laws, C and Fisher R (1999) Pupil’s Interpretation of Physical Education, in learning and teaching in Physical Education, ed C Hardy and M. Mawear, Falmer Press, London.



Macfadyen, TM (2000) The Effective use of Teaching styles, in teaching Physical Education, Continuum, London.



Mawer, M (1995) The Effective teaching of Physical Education, Longman, London.



Sidentop, D. (1991) Developing teaching skills in Physical Education, Mayfield, Mountain View, CA.



http://www.google.co.in/



http://nationalstrategies.standards.dcsf.gov.uk



http://curriculum.qcda.gov.uk



http://ictacrossthecurriculum.wordpress.com

www.ihrj.org


Page 7