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Marist Herne Bay

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We will continue to use ICT in physical education lessons, for reflections, developing success criteria, and assessment.

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Aim/Focus: Curriculum

  • Integrating ICT into physical education (PE).

Background

Marist Herne Bay has been involved in two professional development contracts: ICT (a central Auckland cluster group) and the School Community Physical Activity Project (SCPAP). We decided to combine the focus on PE and ICT.

The following are three examples of the integration of ICT into our PE programme in the senior, middle, and junior schools.

Process undertaken

Junior school

During a PE lesson exploring running, digital photos were taken of the room 1 students. The photos were put into a Photo Story and displayed on a projector for the students to look at. Students then participated in a guided writing session with the teacher, writing statements for each of the photos. This proved to be a very effective lesson involving ICT in PE and English. The students thoroughly enjoyed the lesson and looking at the photos of themselves, which generated a lot of discussion and descriptive writing based around PE and running.

Middle school

Digital photos and video recordings were taken of middle school students, who were also exploring running. The students explored running with their hands above their head, running with flat feet, running on tiptoes, running as fast as they could, running and kicking their bottom, running on the spot with high knees, and running in a funny way. They viewed these photos and videos, and then looked at the things they needed to consider when running.

In another lesson, students explored stretching their legs longer, using their arms to drive themselves to sprint faster, and focusing on the finish line. Further photos and videos were taken for students to view, and they were able to look at themselves taking part in a running race. Photos, videos, and findings were added to a PowerPoint presentation as lessons were completed. Success criteria were developed by the students, based on these photos.

A very effective part of this PowerPoint was the before and after photos, which allowed the students to observe the improvements they had made and also to see whether they had achieved their success criteria.

Senior school

The senior students used digital photos and Photo Story in their target games unit, to assist in writing success criteria for their bowling techniques.

Students were put into groups and instructed to bowl the ball to knock over the pins. Each group had a camera to take photos of the bowler. Photos were put into a Photo Story by the teacher, and as photos were displayed key questions were asked and statements made about the height of the bowler, the position of their feet, and whether or not they were focusing on the target. Students saw good and not-so-good examples, which allowed them to make comparisons and think about how they performed the bowling technique.

A variety of photos was displayed, and students were asked to select those that showed good follow-through. Students selected from photos of students aiming at a target and then shared with a partner the photo they had chosen and why they chose it. Once the students had viewed the Photo Story, each of them had to create success criteria for bowling a ball at a target.

This was another very effective way to integrate ICT into PE. Students saw and were able to identify the correct technique for bowling a ball at a target. They were able to make comparisons and identify the areas they needed to improve on. It was an excellent way for the students to reflect on the lesson and to gain an understanding of what they needed to work on.

Resources

To increase co-curricular physical activity (PA) in our school, we focused on using external agencies to help with various activities and sports. We had a number of agencies to assist us. Some of these external agencies were:

  • Debbie Mygind (former New Zealand softball pitcher) to help with our softball teams
  • Youth Town – basketball sessions with years 4–8 for two terms
  • Auckland Tennis – sessions with all classes
  • Auckland Rugby – tag with senior classes
  • Soccer – morning sessions run for any student
  • Cheerleading – lunchtime cheerleading sessions
  • Auckland Cricket – sessions with all classes
  • Golf – an instructor to help with the year 3 lunchtime programme
  • Sport Auckland – to help with the year 3 lunchtime programme.

A year 3 lunchtime programme was developed, and run by one of the junior teachers to increase the PA of junior students. Year 3 students were involved once a week in a variety of activities that used external agencies.

Next steps

We will:

  • focus on establishing an effective lunchtime activity programme, to be run by year 8 students
  • continue to use external agencies for school sports teams, lunchtime activities, and whole school sessions
  • continue to use ICT in PE lessons, for reflections, developing success criteria, and assessment.

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