Integrating Technology with Physical Education
TCDSB H & PE Conference 2011
Presenters: David Pagniello. Adrian Olsthoorn, Louie Van Hezewyk
What is Technology?
Technology includes any device that makes our jobs and lives easier.
Technology is a term for processes in which human beings engage themselves in order to increase their control of the material environment and to solve problems.
Educational Technology is defined as processes that involve people, procedures, ideas, devices and organizations for analyzing problems and devising, implementing, evaluating and managing solutions to those problems.
Why Integrate Technology and Physical Education?
When we don’t have the gym available to us we can use different forms of technology to deliver physical education in a new, exciting, and engaging format in the classroom, and in other alternate spaces.
PE Teachers present two challenging situations that they must deal with:
a)Gym time is cancelled from time to time and I need something to do with the classes on that day
b)There aren’t enough gym time slots in the schedule for all the classes and regularly have to teach the PE class elsewhere
Ideas for Intermittent Interruptions:
1)Dance and Fitness Video’s – put the TV/DVD at the front of the room or project from a laptop and LCD projector
-FITKIDS Classroom Workout – Human Kinetics
-Dance X For Kids – Kenn Kihiu
-Fun Classroom Fitness Routines - Human Kinetics
-Dancing for DPA; DPA in Action – OPHEA
2)Use the Smart Board – “Fitness Frenzy”
3)Use your computer and LCD projector to play YOU TUBE videos
-Yoga for Kids, Kids Yoga Adventures
-Teaching Physical Education – ball skills and fitness, juggling skills,
-Basketball shooting 1,2,3; Interactive Basketball Shooting Guide
-Types of Basketball passes; Basketball passing
-How to play volleyball; Passing skills 1
-Dances – Cha Cha Slide, Macarena, YMCA, Hoedown Throwdown, Ice Cream Freeze
-Dance Steps
-How to kick a soccer ball; Soccer training for kids; Ball control skills for soccer
Activities
Finding, Measuring, and Improving your Heart Rate using Stop Watches, Calculators, and Fitness Videos
Students can chart, over time, their resting heart rate, their maximum heart rate, and their recovery time
Typically, the better shape you're in, the better cardiovascular fitness you have, the slower your heart rate at rest," says Dr. Evan Lockwood a cardiologist with the Mazankowski Alberta Heart Institute.
60 to 100 beats per minute is normal for the average adult population. Elite athletes can have heart rates in the high 40s or low 50s. Newborns need 100 to 160 beats per minute at rest; children ages one to 10 need 70 to 120 beats per minute; children over 10 and adults, including seniors, need 60 to 100 beats per minute.
If you don’t have an electronic heart monitor, a less accurate way of finding your optimum heart rate or target heart rate is to subtract your age from 220 to get your maximum heart rate, then multiplying that number by 0.6 to get your lower exercise range and by 0.8 to get your higher exercise range. That's your zone.
The pulse can be measured at the wrist, neck, temple, groin, back of the knees and on top or on the inner side of the foot -- areas where an artery passes close to the skin.
To measure the pulse at the wrist, place the index and middle finger over the underside of the opposite wrist, below the base of the thumb. Press firmly with flat fingers until you feel the pulse, count for 30 seconds and multiply by two.
To measure the pulse on the neck, place the index and middle finger just to the side of the Adam's apple, in the soft, hollow area.
"The number of times your heart beats as you exercise is not as important as the effort being expended," Lockwood says, noting that what's important is that you're breaking a sweat.
But it's a nice goal to work towards a certain heart rate, it's another way for people to know they are actually improving their health
Using the Computer and “Photo Story” as a Culminating Activity for Evaluation
After having taught a unit in PE, students can work individually or in groups to illustrate and narrate the key concepts taught in the unit (i.e. the strategies used to successfully participate in Net/Wall games).
- Have students write out their answers/key points/concepts
- Students use a digital camera to take still shots of each key point/concept
- Students download their photos to their personal folder on computer (WMV or AVI format)
- Students open Photo Story (START ART PHOTO STORY)
- Begin a New Story
- Import Pictures; Next
- Add effects to pictures, add and edit titles
- Next
- Customize Motion, type in notes for narration, use plug in microphone to narrate, preview
- Next
- Select or Create Music; Preview
- Save Project
- Next (this creates and saves as a Windows Media Video for playback)
- Evaluate the final product
Using the Computer and “Movie Maker” as an “in-class” active lesson before getting to the gym
Use your class time to teach a key movement or concept in the classroom for one PE class, then going to the gym the next time to reinforce and practice that concept with equipment. (i.e. teaching the class how to shoot a basketball in the classroom, without a ball)
- Teacher uses a digital camera to take video of each key point/concept
- Teacher download their video clips to their personal folder on computer (WMV or AVI format)
- Teacher opensWindows Movie Maker (START ACCESSORIESMOVIE MAKER)
- Import Video
- Drag and drop each video clip in the white open boxes below (This is called the Story Board)
- Show Timeline
- Split each clip into two clippings in order to break down the skill into smaller sections; pause and take a snapshot of a particular pose – save it and then insert it anywhere within the Timeline
- Go to Edit Movie; View Video Effects, View Video Transitions (drag and drop on top of each video clip);
- Make Titles or Credits (click on a video clip then choose one of the options listed), click Done, Add Title to Movie etc…
- Import Audio or Music (choose a file to download). Drag and drop it into the Audio/Music bar
- You can drag and lengthen or shorten any picture, audio file, or the time a title box or overlay is displayed for. You can also drag and arrange where titles, photos, and clips go; and where music starts/stops
- Finish Movie Save to My Computer (notice that there is lots of “How To…..” to help you along the way)
*** The key is not to be afraid, go on and play/experiment. It’s FUN!**
Creating D.P.A. Videos Project
Curriculum
Gr. 4 - Dance A1.4 Use the elements of energy and time in a dance piece to communicate an idea
Gr. 4 - P.Ed. A2.1 Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability.
Pros- Engaging for most students (High interest level)
- Opportunity to use ‘their’ music
- This year’s projects, can become next year’s learning tool / Cons
- Those *$@#? song lyrics
- “No, you can NOT post this on YouTube”
- The perils of group work
-The perils of technology
Steps
1.Begin to use a dance video workout as part of regular DPA (ie. Judy Notte’s ‘Fit Kids’) so students become familiar with the idea
2.Have students brainstorm music and choose what piece they would like to use to create their own DPA Dance Video
3.Have them find it on YouTube. Listen to it, and begin to consider how they might create a dance routine to match the music.
4.Listen to their musical choice on YouTube. Decide where the natural breaks in the music are. Create a chart showing the elapsed time and the duration of each period of music.
5.Once they have agreed on their routine. Have them copy out their chart on large paper and practice their routine.
6.Have them bring in an MP3 of their song. Set up the chart paper where they can see it, and videotape their routine.
7.Import music and video in Windows Moviemaker and polish it up.
Lou VanHezewyk – H&PE Conference ‘11
Using Technology in Physical Education
Pedometers
2011 Health and Physical Education Conference
“Learn it, Live it, Love it….For Life”
By: Adrian Olsthoorn
(Professional Learning Network teacher, PLN,
Health and Physical Education)
St. Luke Catholic School
Pedometers
Rationale- Why we use pedometers.
-Pedometers can be a valuable tool in promoting active and healthy lifestyles.
-More than 50% of kids are unfit and not getting enough exercise.
-Health Canada says we need 90 min/day of activity
-Inactivity was the reason for DPA to be mandated.
-Pedometers monitor the total volume of lifestyle activity accumulated throughout the day.
-10,000-15,000 steps per day are recommended
Pedometers Used in a variety of Ways
-In gym class as gym kits
-With entire student body in a school wide walking challenge.
-As a healthy fundraiser for your school. (get your entire community moving)
-For personal use after school.
-Individual Goal setting
Putting Pedometer On
-Clip the pedometer on your waist band above the knee but don’t force it on a thick band ( it may break).
-Pedometer should remain upright, not tilted.
-Heavier students may want to place it in line with underarm or middle of back.
Using the Pedometer
-Some pedometers only have one button “Reset” so press and hold button to clear total.
- Excessive shaking may damage the pedometer. “You shake it, we take it” approach is often used by teachers.
Check Accuracy
-Take a step test of 20 steps.
-It should read 18-22 steps.
Tips
-Keep closed during use.
-They’re not waterproof.
-Numbers will fade when running low.
Calculating student stride length to measure distance traveled.
- Mark a starting line on the ground
- Start with your feet together, the tips of your toes at the line
- Take 10 steps, ending with both of your feet together. Mark your finish line on the ground,
at the tips of your toes.
- Measure the distance in centimeters. Divide that number by 10.
- Round to the nearest centimeter. This is your stride length in centimeters.
- Convert steps to kilometers.
Example
657 cm divided by 10 =65.7 = 66 cm stride length
(1 km)1000 meters divided by 0.66m = 1515 steps
Therefore it takes 1515 steps to travel a distance of 1 km.
Resources
Pedometer Power by Robert P. Pangrazi, Aaron Beighle, Cara L. Sidman
Rubber Ball Round-Up
Objective – to become familiar with a pedometer while taking part in a challenge of collecting rubber balls from the field. Students are to identify the diverse criteria which can be utilized in this challenge.
Getting Started - Teacher spreads rubber balls across the field in all directions near and far. Each student wears a pedometer on their waist. A bag to put their collected balls into is provided for each team. The bags are placed at the starting location.
Let’s Play- Students work in small even sized groups to collect the balls. Only one ball may be picked up at one time. The student must run back to the starting location and place each ball in their bag and continue to collect more. The game continues until all the balls are collected.
The winners could be: A) - the team which collected the most balls.
B) - the team which had the highest number of steps.
C) - the team which has the highest ratio of steps per ball.
Example #1 ( # of steps divided by # of balls)
( 432 steps divided by 6 balls = 72 steps per ball)
(Ratio of 432:6 = 72:1)
Example #2 ( 500 steps divided by 5 balls = 100 steps per ball)
(Ratio of 500:5 = 100:1)
Beanbag Pedometer Game
Objective
To get as many team beanbags in the team bucket while getting the
most team steps.
Getting Started
Players are divided into teams, and each team is assigned a colour,
corresponding with the colour of their bucket. The coloured buckets are
grouped in the center of the room, and the beanbags are placed
randomly around the buckets. Players are each given a pedometer,
which they reset to zero at the start of the game.
Let’s Play!
Teams start from opposite ends of the perimeter.
A whistle starts the play.
One player from each team races to pick up one of their beanbags, then
standing where they picked up the beanbag, tries to toss it into their
team bucket. If the beanbag misses the team bucket, it is out of play. If
the beanbag lands in another team’s bucket, it is the other team’s point.
The player then quickly returns to their team to tag the next person to
go. Teams try to get as many beanbags into their buckets while taking
the most steps possible, before the time is up.
Tip:
Players will get more steps if they move around while they wait their
turn!
A whistle stops the play. Count the number of beanbags in each team’s
bucket. Teams record their beanbags and total number of steps on the
team worksheet. The team with the most beanbags and the highest step
average wins. (Each of equal value – a tie is possible!)
Pedometer Math
Record individual distances across and add them at the end of the week.
Record class distances by adding the totals at the end of each day.
Name / Mon / Tues / Wed / Thurs / Fri / Weekly Total1
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Mon Total / Tues Total / Wed Total / Thurs Total / Fri Total / Class Weekly Total