The role, current practice and potential for the use of ICT in physical education in secondary schools: A pilot study

Tearle, Penni and Katene, Will (University of Exeter)

Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005

Keywords:Information and communications technology, secondary physical education

teachers

Abstract

This paper outlines and reports on a pilot study to explore the role, current use and potential for the use of Information and Communications Technology (ICT) in Physical Education (PE) at Key Stage 3 (ie for 11-14 year olds). It also considers the attitudes of PE teachers to the use of ICT, their competence and confidence in using it, and what they perceive as the main barriers to using ICT for teaching and learning. This pilot study was set up to inform a planned programme of professional development across the academic year 2004/05, and also for further research into this issue over the same time period. Data were collected from teachers using questionnaires, and also from PE/ICT ‘experts’, through focus groups and interview. This gave rise to both quantitative data which was interpreted using descriptive statistics, and qualitative text based material which was subjected to a data reduction process leading to a comment bank, subsequently sorted into a coding system grounded in the data.

The study revealed that the PE teachers had a positive attitude to the use of ICT in their specialist area, and there was some evidence of their actual use of ICT, in particular calling on use of images. There was little evidence however of use which in any way lived up to the ‘potential’ use of ICT described by those who could be considered as ‘experts’ in the use of ICT in PE.

Introduction

In England, the importance of Information and Communications Technology (ICT) in facilitating effective teaching and learning is reflected through, and driven by, the UK Government’s policy and strategy. The Government publication ‘Policy in Practice: ICT at the heart of education reform’, captures and endorses such a view through both its title and content (DfES, 2003). The intention initially stated by the UK Government was to deploy ICT in order to raise standards (DfEE, 1997) when the Government stated its commitment to equip all teachers with the knowledge, skills and understanding they required to make informed decisions about their use of ICT in teaching and learning (DfEE, 1998). Although other agendas are referenced, the overarching aim of the UK Government’s educational strategy for ICT use continues to be to raise standards of achievement: ‘…all teachers should be able to exploit the potential of ICT to raise further pupils’ standards of achievement.’(TTA, 1999: p.1).

For the purpose of this paper the term ICT is used in its broadest sense. The working definition for ICT used here is drawn from that offered by the Teacher Training Agency (TTA): ‘ICT includes Internet-aware computers and the relevant peripherals, for example, CD-ROM, subject and professional software, projectors, interactive whiteboards, digital cameras, scanners, video, sensing technology and calculators’ (TTA, 2003: p.23). An understanding and appreciation of the breadth of the definition beyond ICT as simply meaning ‘computer use’, is essential in this context.

The Impact 2 study (BECTa, 2002), tasked with investigating the impact of ICT on standards of pupil attainment in a sample of schools in England reported: ‘there is evidence that, taken as a whole, ICT can exert a positive influence on learning, though the amount will vary from subject to subject as well as between key stages, no doubt in part reflecting factors such as the expertise of teaching staff, problems of accessing the best material for each subject at the required level, and the quality of ICT materials that are available’ (BECTa, 2002: p.43). Alongside this potential benefit of ICT to teaching and learning is the report from OFSTED (2004a) in relation to ICT use and teacher capability. The main themes of this report are: an ‘increase in competence’, ‘record levels of resourcing’ and ‘improvements in pupils’ ICT capability’ (OFSTED, 2004a: p. 4). In parallel to this however, the patchy nature of provision stands out: ‘the gap between the best and worst ICT provision is unacceptably wide’ and: ‘the overall picture conceals wide variations in both the impact of training and the provision of hardware.’ (OFSTED, 2004a: p.4).

There is a requirement within the UK National Curriculum (DfEE/QCA, 1999) which is followed in all Government maintained schools, for pupils to be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects. In support of this, the National Curriculum document also provides notes which exemplify opportunities for pupils to use ICT as they learn the subject. Physical Education is a subject within the National Curriculum, and as such there is exemplification of how ICT can be used to support teaching and learning in this area (QCA, 2003). However, it is a uniquely practical subject, and the links between using ICT, the teaching and learning of PE and raising standards are taking time to recognise both at Government and school level, and also to implement in schools and departments. The purpose of this paper is to explore the role, the use and the potential of ICT for teaching and learning PE at Key Stage 3 (11 – 14 year olds). This particular age phase was chosen as in the UK this is where the teaching and learning of PE is led by subject specialists, but the options to study accredited courses such as GCSE, AS and A2 have not yet been introduced. Furthermore, across this age phase in the UK the evidence of ICT use in PE is weakest (OFSTED, 2004b), and the practical nature of the subject is most strongly emphasised.

The role of ICT in PE

In a PE setting, it is recognised through Government documents (e.g. DfEE/QCA, 1999; TTA, 1999), reports (eg OFSTED, 2004b) and from research in the area (e.g. Capel, 2004; Elbourn & Cale, 2001) that ICT has an important and relevant role to play in the teaching and learning of PE. Despite this, it is fair to say that the role of ICT in PE has not had as high a profile as other areas of the curriculum, and it still lacks clarity, understanding and research.

The National Curriculum in Action Website ( provides support and ideas for ways ICT can be used in the curriculum, but the ‘ICT learning’ page within PE, gives only a generic list of ways ICT can enhance learning, without the option of being able to select subject specific examples as can be done in other curriculum areas. There are relatively few professional articles, and even fewer academic ones, which focus specifically on issues relating to the use of ICT in PE in a school context. Those that do, although helpful in illustrating how ICT can be usefully deployed, tend to move quickly from the general case for ICT use, to specific examples of ways in which ICT can be used in PE (eg Greenwell, 2003; Van Damme, 2001). Van Damme splits the many examples he offers into two distinct categories: Ways in which ICT can be integrated into learning and teaching and how ICT can maximise effectiveness and efficiency in the learning process of PE (Van Damme, 2001). The second of these is of relevance and potential interest in trying to understand the role of ICT in PE, but the examples given, whilst helpful, all focus on the communication aspect rather than, for example, the analysis or improvement of performance, the recording and monitoring of activity or the development of independent and group learning skills.

Stratton & Finch (2001) focus on the context of teacher education and they note that through working with trainees; practicing teachers are also involved in critical reflection and professional development. They usefully exemplify and discuss a range of applications, but, as in most of the literature, this does not get to the heart of the question posed here about the role (as opposed to examples of use) of ICT in terms of impacting on teachers’ practice and pupil learning.

So there is little guidance on the potential impact on modes and styles of teaching or the learning theories which underpin practice. Historically, dominant learning theories on which much of today’s PE teaching has been based, centre on behaviorist ideas. Interestingly ICT lends itself well to supporting and emphasising this mode of working. However, additionally, it has the potential to provide the means for independent learning, for critical reflection and for building one’s own understanding as well working with others; all moving towards a more constructivist and social constructivist view of learning.

The early views of ICT being associated just with computer use, may not sit comfortably against the view of PE as a practical subject. The well-embedded role for video in PE, is then perhaps not always perceived as ‘using ICT’, with a similar argument holding for heart-rate monitors, stop watches and other devices. In practice the technology itself is helping to address this. In the case of video, the move to the use of digital cameras and the opportunity to harness considerable additional power to the use of moving video by analysis made possible through computer technology and specialised software brings it firmly into the recognisable ‘ICT’ category as well as providing more persuasive arguments for its adoption. Similarly other devices are also now becoming more technically driven (so more readily recognisable as an application of ICT), and their use is more user friendly and better able to meet the demands of the subject. This difficulty with what ICT is and isn’t perceived to be does not help with reaching an understanding of what roles it might play.

Motivation is frequently noted as a role for ICT in general (Passey & Rogers, 2004), and its motivating role in PE is also recognised (e.g. Beashel & Sibson, 2000), but the links with learning, and ultimately raising standards, is less clear (Tearle, 2004a) and not helped by a lack of empirical research in this field.

The role of ICT in PE over recent years has therefore been the subject of some confusion and a lack of focused attention. The indications are that it can be used for demonstration and to help facilitate the building of strong analytical and critical viewing skills and through this to play a positive role in relation to improving knowledge, understanding and personal performance. It can also play an ‘intervention’ role in the monitoring of activity, as well as the collecting of data (in its broadest sense). Finally, in addition to roles relating to administration, information gathering and for communication, ICT has a role in helping to develop and promote independent learning and as a motivator. As use of ICT in PE gains a much higher profile, and as the technology is better harnessed in meeting the needs of teachers and pupils in PE, the ‘chicken and egg’ situation of fully understanding its role will continue to perpetuate and as it does this, will bring more clarity to the current picture. The pilot study reported here seeks to open up such a debate.

Current practice in the use of ICT in PE

The use of ICT for teaching and learning in UK schools has proved a difficult issue to address in any subject area, and has been the subject of considerable research and many reports over recent years (eg OFSTED, 2004a; Tearle, 2004a, 2004b; BECTa, 2002). The use of ICT in PE has not had the same high profile as in other curriculum subjects, and there is reported to be less use of ICT in PE than in any other subject area (OFSTED, 2004b). Also less is known about how widespread use of ICT in PE is, why those adopting it are doing so, what teachers are using it for and what the impact on learning is. As noted previously, there is also the issue about teacher perception of what is and what isn’t included when ICT is referenced, as well as relatively little published academic research relating to use of ICT in PE within the compulsory education framework (ie Key Stages 1 to 4 for pupils aged 5 – 16).

So, whilst ICT is becoming a central feature of school life and there is evidence of its use in PE; it is not being used within the majority of PE lessons (OFSTED, 2004b; Bailey, 2001; Conway, 2000). The section of the OFSTED report on ICT in schools which focused on secondary PE (OFSTED, 2004b) notes the contribution of ICT to raising pupils’ achievements in PE in some (a quarter) of schools. It also highlights as a particular concern the variability of ICT use in PE which is described as being unsatisfactory in a third of schools. Use of ICT at key stage 3 is also noted as being too limited in the majority of schools.

Professional journals continue to report examples of ICT use to enhance and support teaching and learning in PE. Beashel & Sibson (2000) cite an example of the use of digital video in athletics, enabling demonstration followed importantly by ‘judicious use of questions’ (p.6) to enable pupils to take to the track a mental picture of what is described as ‘good performance’ (p.6). The video camera is then used by pupils to capture and view their own performance, making use of freeze frame and slow motion facilities as required. Beashel & Sibson stress that the importance of this is beyond that of improving performance and beyond that of motivation; it is helping pupils to become independent learners, enabling them to develop their analytical skills, and to work constructively together. They also cite use of digital video in team games, explaining how it can be used in that setting to improve understanding of tactics and strategy, and to enhance the evaluation of individual contributions to strategic team play. Other articles note the use of video analysis software (eg Kandle and DartTrainer) suggesting a widespread interest in this area, and video analysis is being adopted by an increased user-base of teachers.

Though not the main focus of this paper, ICT is also being used by PE teachers to support them in their wider professional role, including planning and preparation and administration. For example locating information from the Internet, recording pupil performances, arranging sports fixtures (eg Conway, 2000) are all referenced when ICT use is discussed.

The potential for the use of ICT in PE

With advances in technology, with a more informed user-base of PE ‘experts’ and teachers, and with better resource provision; the realisation of the potential of ICT in PE is showing signs of gaining momentum quickly. What a few years ago was a vision recognised by the minority and accessible to even fewer, has now become reality which could transform the teaching and learning of PE. Previous barriers, such as very high cost and the need for high specification equipment (not always robust) which required sophisticated technical skills to operate; limited the opportunities for some of the ICT tools of most relevance to PE to be utilised. To get access to the resources needed and then for them to be available in the ‘right place’, at the ‘right time’ and with the ‘right’ PE specialists was rarely possible or practical, and certainly not accessible to the majority. Other technologies such as portable and ‘waterproof’ computing, cheaper and more user friendly data collection (and delivery) devices, have similarly added to the ability of the technology to meet the demands of the subject. Little has been published with regard to this potential, but it is anticipated from the current activity and interest in the area (eg increased number of training events, new software releases and an increase in Web references), that this too is set to change.

Summary

Set against this background of policy, practice and the research literature, a need to get a better understanding of how a range of aspects regarding use of ICT to enhance teaching and learning in PE emerges. Thus, the purpose of this study is to examine how teachers are currently using ICT in PE and what their perceptions are of this. The study also seeks to set out a view of the potential for the use of ICT in PE in order to be able to set the findings in context.

The research described in this paper is a pilot study, drawing mainly on practitioner (PE teacher) comments regarding their current use of ICT and their attitudes, perceptions and concerns in relation to this, set against ‘expert’ opinion to get a clearer initial insight into the potential of ICT in PE.

The research approach and process

Working in the interpretive paradigm, the intention was to get a better understanding of a complex issue through small scale research, viewed essentially as pilot work. Given the purpose and resourcing limitations, the research was designed not so much to provide findings and outcomes in their own right, but to guide future work. For example it sought to identify possible challenges to existing theory, to identify issues which potentially related to the impact of policy on practice and to highlight specific areas on which to focus further research.

To achieve this the views and practices of practitioners were sought alongside opinion from those who could be seen as ‘expert’ in their use and appreciation of the role of ICT in the teaching and learning of PE in UK secondary schools. Questionnaires which comprised a range of questioning styles and included several open questions for free text comment were used as the main data collection method. These were targeted at PE practitioners in 50 secondary schools in southwest England. It was felt this design provide descriptive statistics indicating the extent to which different views were held and different practices undertaken and also provide a richer description of this through the text based responses. The nature of ‘expert view’ demanded a different approach, as this was much more focused. Here the detail and the reasoning behind the comment was of particular interest. This could only be achieved through interview and discussion.