Friday, November 24, 2006
Sport Courses Conference(s)
Philippa Elford
Thursday, November 23, 2006
Fame at Last
Melissa Coyle is a sports psychologist who has moved to
The 24 year old Scottish lass comes highly recommended to Argyle by Martin Gray, who was Stuart Gibson’s counterpart at
I received a phone call from Martin in the summer informing me about Mel, who was moving down to
‘It’s an area that we have looked at and we feel, especially now that we have pushed our age groups up, here is a specialist field that could be of value to us.
‘But, it is one step at a time as she is looking at us at the same time as we are looking at her’, explained Gibson.
Coyle met all the youth coaches last Thursday evening at the Ivybridge Centre of Excellence and was scheduled to be present at yesterday’s South Western League cup-tie at
‘Mel has already begun to work with some of the apprentices and over the coming weeks will be taking a closer look at the Centre of Excellence – although that work will be more refined.
‘She will be more of a tool in the toolbox for the coaches to use rather than working with the younger age groups individually’, he added.
Monday, November 13, 2006
JOHLSTE article published
I am pleased to say that the International Journal of Hospitality, Leisure, Sport and Tourism Education (JOHLSTE) has seen fit to publish an article from me entitled ‘The Status of Visual Data in Research Methods Textbooks for Sport and Leisure Programmes’.
The idea for the article came from my teaching experience on a variety of research methods modules for CPE, ASC, SPD and LAT as well as a brief stint on an Outdoor Adventure module in which I was given a brief to introduce the students to methods of analysing the representation of athletes (well, climbers to be specific). As such, some of the themes of the article were developed in discussion with colleagues including Caroline, Su and the departed Matt – my thanks to them.
I should be very interested to get any feedback if you have the time or inclination to have a look. The link below [here] ought to work but, if not, it is easy to get to this electronic journal by going to the website for LTSN/HE Academy site for Hospitality, Leisure, Sport and Tourism
Ian Gilhespy
|
|
|
Book reviewing
Keep checking back and grab any you fancy.
To get your eye in, why not write a short review of any recent books, articles or websites you have come across and publishe them HERE?
Dave Harris
Sunday, November 12, 2006
Reviewing a book proposal
I must say I quite enjoy reviewing proposals. It is interesting to see how other people are tackling the problems of writing in your areas, and where things are going generally.I do think it important not to abuse the privilege though. Personally, I always try to:
1. Offer constructive commentary and make realistic suggestions for change (if any). If you disagree root and branch with the topic, approach or the style or anything else, and have strong personal views, I think you should decline to review (and say why, of course)
2. Offer specific suggestions and alternatives etc ( e.g. 'why not include Aitchison's latest?') rather than sweeping comments about the need to embrace far more Queer post-structuralist commentary (or whatever).
3. Not claim to be God. I've been in the game for a long time but I still don't think anyone really knows precisely how to teach, write books,manage to keep to a suitable 'standard' while not alienating beginners, write about what is really essential and not what is currently fashionable and so on. I don't think it useful to claim you know what 'students' want or are thinking, let alone what 'the profession' or 'the subject' require.
4. Write my comments as an honest dialogue with the author, as a 'critical friend' (both words are important) -- and tick the box that says it is OK to let them know my name.
In case this makes me sound like a saint, I should add that I have been on the receiving end of reviews that do not follow these guidelines and which are just nasty. It can be very discouraging and demoralising and can seem designed just to crush someone, as if they need to be slapped down for daring to apply to join the privileged club of published writers. There is a lot of that still about, I fear.
There are questionnaires which structure a reviewer's comments. I am going to store them electronically somewhere as soon as I have time and put a link from here.
Dave Harris
Tuesday, November 07, 2006
Applying Sport Science – An Interdisciplinary Approach to Badminton
The initial meetings identified the athlete’s perceived strengths and weaknesses and from there a needs analysis was constructed. This initially resulted in competitive events being video taped followed by notation analysis and feedback. To date the athlete and sport scientist have identified, and agreed, the key areas that are to be worked on. This not only involved technical input, following the video analysis, but also included fitness plans and schedules on how best to maximize his training and competition management. The balance and interaction between these two important aspects is the key to a successful interdisciplinary approach to maximize the athlete’s performance. Furthermore the sport scientist is also a fully qualified BAoE coach and has been approached by the player to coach, as well as provide sport science support, which can add another dimension to the interdisciplinary approach.
Applying Sport Psychology – Youth Football
Lance Doggart
Interdisciplinary Sport Science – Decision making, fatigue and football referees
Lance Doggart
Monday, November 06, 2006
Health and Fitness Research – A PhD Working Title
Martyn Queen, a new member of the Sport and Health Sciences Subject Group, has recently been researching in the area of health and fitness in relation to his PhD. Martyn brings to the team a wealth of experience, particularly in the health and fitness area, and will be taking a prominent lecturing role on the new HEPA degree programme.
His research to date has generated a working title, “Identification of the societal influences on the health and fitness patterns adopted by an adult population “ and although the study will be located primarily within the qualitative paradigm it will be informed by quantitative data in order to establish health and fitness lifestyle patterns. Already into his second year, following the completion of a pilot study, ethical considerations and a comprehensive literature review, it is hoped that the main study data will be collected on physical activity to establish levels of fitness through standard physiological measurements and survey responses. It should then be possible to make judgements and develop theoretical frameworks about the subject’s levels of fitness, against standard criteria.
Additional health data will also be collected through survey responses on the number of symptomatic episodes relating to disease and illness over a given period of time. The impact that this has on the subjects levels of functional health will be determined and judgements on the subject’s levels of health will be made.
Having established levels of, and made judgements about, the subject’s health and fitness, positivist and realist theory will be used in an attempt to analyse the impact that society has had on the health and fitness patterns of the subjects. Interviews will then be conducted in order to determine the societal influences such as that from the media, family, social class, demographics and peer group, that have either affected the subjects health and fitness patterns in a positive or negative way.
Lance Doggart
Sport Science Support for Plymouth Argyle Football Club
Applying Sport Psychology – Football
Melissa Coyle, a new member of staff in SSPEL, has already made an impact in the local sporting arena with sport psychology support. Following on from her applied research at her previous institution, Melissa has had a series of meetings with coaches and players from Plymouth Argyle Youth Team who are keen in using her skills specifically in support of the transition from a youth team professional to a senior professional. Although in the preliminary stages of the applied research she has already attended matches, discussed the role of sport psychology with the players and coaches and been asked to work alongside the coaching staff in the development of the Centre of Excellence at Plymouth Argyle. This is a great opportunity for Melissa to establish herself in her role both at the College and in the local community and will have a major impact on her teaching with the potential for ASC and CPE students to benefit from her applied expertise in the field.
Lance Doggart12TH – 14TH JULY 2006 CONFERENCE HERTFORDSHIRE
THE ASSOCIATION FOR PHYSICAL EDUCATION NATIONAL CONFERENCE
Enjoy and Achieve – the unique contribution of Physical Education
The first annual Conference for the afPE was held in Hatford this year. There was an extensive programme offering a variety of workshops, research forums, presentations and keynote addresses. The delegates were a mixture of primary and secondary teachers, sports partnership representatives, Professional and consultants and lecturers and researchers from HEI.
My research colleagues were invited to present a paper based on research carried out as part of a TDA funded ICT conference we hosted. My presentation was part of a symposium which disseminated collaborative research between HEIs and schools. The purpose was in part to demonstrate how teachers in schools can be involved in action research that impacts upon teaching and learning and therefore raising the quality of this; and in part and opportunity to share our results with regard to enhancing teaching and learning in PE through the use of ICT and supporting trainee teachers in developing their confidence and competency to include ICT as one of their pedagogical tools.
The symposium was chaired by Jo Harris and comprised of four presenters including myself. The audience was a mixture was made up of teachers from Primary and secondary schools, academics who were involved in Initial Teacher Education and Members of local delivery agencies responsible for organizing continued professional development for primary ad secondary teachers.
The research report was included in the last news letter and discussed at our research day in June 06. The topic of enhancing teaching and learning through the use of ICT prompted a great deal of discussion from the symposium, all of who had views and opinions about the value of ICT in PE, the potential barriers to use and the clear benefits to teaching and learning. Findings from our research have been received gratefully by both schools and other HEIs and suggestions made within the report taken back with the aim of implementing change in practice. This provided us with positive feedback about the implications of our research on practice.
The opportunity to attend other sessions was an additional benefit from presenting at the conference; these included relevant keynote addresses and workshop activities with Crichton Casbon (QCA) where the New National Curriculum for KS3 was introduced, this will obviously have an impact on our bread and butter work here.
Gill Golder
Reflections on External Examining
I have been very lucky, in my limited years lecturing in HE, to have been both an external examiner, for a number of HEI’s, and to have corresponded with a number of academics, acting as an external examiner, for programmes that I have lectured on. In my experience it has only been in the last few years, since the formation of the QAA and the introduction of their guidelines, that the role of an external examiner and process of external examining has been comprehensively established and formalised. Prior to that it seemed that the role was performed almost on an ad hoc basis with examiners being appointed on their academic position and research reputation, rather than their knowledge of the process of teaching, learning, programme management and assessment. With this in mind I would like to take this opportunity to share a few observations and experiences of external examining and reflect on the effectiveness of the process.
The role
In general the role is time consuming. There is usually a long drawn out process by which you are confirmed in the position. This incorporates the submission of a CV, an interview and the compulsory attendance at induction days. It then requires the individual to be familiar with the HE assessment procedures, degree classification regulations, extenuating circumstances not to mention the subject knowledge of the programme for which you are responsible. This can be further expanded in terms of your position as a Subject or Programme external which demands more of your time and effort in corresponding with our externals who may only be responsible for one discipline.
Over the course of the academic year you are then required to review exam papers and link these to LO’s and aims of the programme and review samples of student work from the modules. In addition, and in order for you to get any form of remuneration, you are required to attend programme and subject boards, lead on viva voce’s, meet staff and produce a 2000 word annual report…which although time consuming, is not half as time consuming as it is working out how to use the electronic online format !
If the role is performed to its fullest requirements it is a very effective procedure and benefits not only the HEI but the individual and corresponding home HEI in the process.
Yes, there is payment involved but it is minimal (£300-£500 before tax !) which bearing in mind the above duties and responsibilities equates to around £6-8per hour, approx 50hrs per year including travelling etc.. and yes we do have a choice but isn’t it good for course development, keeping abreast of (or at least in step with!) our competitors, monitoring standards of graduates and raising the profile of yourself as well as your HEI. It therefore seems a worthwhile experience and the monetary reward well I don’t really believe that anyone would do it purely for that, it just is not worth it !
I have had some discussions with colleagues about the nature of external examining and where it fits within the realms of R&S or Staff Development. Indeed some colleagues think that it does not fit into either, however the QAA value the experience (not surprising given the role and responsibilities) and often look for external examining experience within subject groups when doing subject reviews, HEI audits and even HEI’s going through taught degree awarding power application processes. They consider involvement in this process as beneficial to subject groups and HEI’s in general but they fail to elaborate on why this is so.
I strongly believe that external examining provides a way for adding value to an existing degree programme. I think it is another method/process for informing subject teaching teams on programme developments in other HEI’s and in a way adding value to your own degree programme by ‘pinching’ good ideas and ignoring the not so good ideas. The process provides an opportunity to see what works and what doesn’t work in a programme (without learning from your own mistakes !), by bouncing ideas of colleagues not associated with your own programme and therefore getting a different and fresh perspective on programme content and structure. It is about sharing good practice and good experiences and it is about being a critical friend.
We will always need EE’s or at least until the QAA tell us otherwise. However HEI’s always seem to struggle to find external examiners that are willing to commit to the process for 4 or 5 years and provide that level of critical support (not surprising given the role outlined above). It is a rewarding process (although time consuming) and offers a different perspective to lecturing and course administration when compared to your home institution. I would recommend it to anyone genuinely interested in the whole process of degree programme delivery.
Lance Doggart
The JISC Regional Support Centre South West Summer Conference
Thursday, October 05, 2006
(Sorry -- I thought I had posted this one but I hadn't)The JISC Regional Support Centre South West Summer Conference, Exeter, 22nd June 2006.
My attendance at this one-day conference was funded by CLT. Three other Marjon colleagues also attended.
The first keynote session was offered by Ros Smith (Chris Yapp having been withdrawn at the last moment). The theme was how the design of learning spaces might be considered to be an essential aspect of learning and teaching. Reference was made to a JISC publication and a background academic paper. The themes were the familiar ones of 'normalising' learning and making it 'fun', expressed in the design of multi-purpose facilities. A clear break must be made with conventional academic interior design. Some of the examples, largely of FE colleges, looked very attractive, but both the general premiss and the specific claim that the investment in 'good' design produces measurable benefits seemed debatable.
My first optional session involved the work done at GLOSCAT using MOODLE. Considerable enthusiasm was shown for the particular software, and its participating online community of designers, and the presenter was himself a systems analyst as well as a teacher. The context was FE teaching, and considerable emphasis was given to the centralised record keeping that the VLE permits and the teaching time that this frees up. It seems that the Open University is going to develop MOODLE for its students in the autumn, and will be writing and making available a number of customisable scripts for other users (including the software for an e-portfolio ). GLOSCAT had developed a particular piece of file sharing software so that students could publish and share their work with a chosen group on the VLE.
Among the lunchtime workshops and presentations I attended, the University of Plymouth video conferencing presentation demonstrated the latest equipment (Apple platforms); the EvalueD team explained their software for evaluating the use of electronic information services; and another team demonstrated the latest portable technology from Dell.
In the afternoon, I attended a session on enabling non-technical staff to producing learning materials, run by Liz Falconer at the University of the West of England. A team of expert teachers was drawn together to explore the possibilities of e-learning, and soon encountered a 'technological boundary' faced by staff. Some aspects of this involved an inability to work with suitable electronic formats such as html and Flash. The solution was to load onto the Network software that would easily translate from familiar formats: Transit (Word to html), Pointe Cast Publisher (a plug-in that transforms PowerPoint presentations to streaming video), and ActivePDF (Word to PDF). A quick demonstration was given of the Powerpoint software. The main pedagogic principles were that the VLE should not be seen as a repository for course documents, but should be used to help students navigate according to what they were supposed to be doing. As an example, the navigation buttons on Blackboard should be changed from their default settings to represent activities such as 'discover', 'reflect', and 'check'. Discussion forums could be described as an arena for collaboration, and other areas could be reserved for resources or administration.
I then went to a presentation by a Cisco representative on new developments in wireless technology. Some familiar paradoxes and developments were revealed here. In essence, a fully functioning wireless system, with extensive access instead of a few 'hotpoints'would be expensive to install. As a result, a number of applications were being developed which would also use wireless technology in order to spread the costs. These included CCTV and facilities offered by the new 'dual mode' mobile phones which could be charged as if they were extensions to a company network. Some commercial applications would include being able to target passers by with text messages containing particular offers. The whole presentation offered a good example of 'technology push'.
Ian Southwell, of Salisbury College described a typical use of mobile technology in his institution, involving using texting to contact students. Main uses included notifying students of last minute administrative changes to stop them travelling in. The discussion went on to consider a number of suppliers and systems, and the best one was seen to be a local company who would provide both service and software. The system has not yet been costed but it is expected to make savings, especially over the cost of contacting students by letter. Texts tend to be acknowledged rather than e-mails and are cheaper than phone calls. The presentation included a handout with some useful contact URLs.
The final presentation was one of the most valuable for our purposes: a keynote from Mike O'Brien of North Devon College. The main theme was the diffusion of innovations from a management perspective. Successful innovations appeared to be based on surveys of user statistics to identify three sorts of lecturing staff (according to how ready they were to use e-technology). The more reluctant ones were targeted in a number of ways and offer a series of rewards (including free laptops for particular innovators, staff development leading to qualifications and public congratulation) and reminders (audits and measures of teaching performance that included use of technology, discussions with management). The existing technology was embedded in a straightforward way, such as including interactive wide boards in all the teaching environments, recruiting a team of ILT champions, and making sure that senior management was seen to be fully involved). New developments include the possibility of encouraging staff to work in groups of three (the groups to be composed in terms of the readiness described above) and establishing an 'ILT buddy system'. The strategy seemed to involve using fairly straightforward technologies -- hard-wired interactive white boards and a VLE -- and developing ways to involve staff first before students. The interaction between the two technologies included practices such as keeping all the actual materials for a presentation on the VLE instead of on the whiteboard or on personal laptops or flash drives. Overall, a refreshing 'can-do' attitude was evident from this senior manager.
Dave Harris
More late news
Monday, September 25, 2006
A nice new handbook for Leisure Studies has just been published ( well -- in July). Much of it is relevant for Sports Studies too. I have a chapter in it on 'articulation', a particular way of trying to see how leisure is joined together with/influenced by/determined by other important social, economic and political activities: this particular approach is associated with British Cultural Studies (Hall and his mates). I am pretty critical.
The handbook is an interesting genre which Mila Steele talked about at our Research Day.This one took over 3 years to assemble and nearly drove to distraction the commissioning editors at Palgrave. This is one reason publishers are not that keen on edited collections -- it takes ages to collect them all together, and impose some sort of style on the different contributions etc. With this one, the 'style' is still pretty ragged, with chapters probably written for quite different audiences and with quite different 'levels'. The most eccentric contribution, for example, is Critcher's chapter on social class, which is very basic indeed, pretty nonchalant, and has a footnote apologising for simply ignoring the comments of his reviewer! What can you do with prima donnas?
The full reference is: Rojek, C., Shaw, S. and Veal, T. (eds) Handbook of Leisure Studies. London: Palgrave Macmillan. A copy (hardback only for now) will cost you £80. I got a free copy and the thanks of the publishers.
Dave Harris
A succesful bid
A succesful bid
Ian Gilhespy made a bid to the Higher Education Assistive Technology Scheme (HEAT) run by the Higher Education Subject Network for Hospitality, Leisure, Sport and Tourism. The scheme allows lecturers in relevant subject areas to bid for money with which to buy technology. The technology has to be used to design and develop learning materials for students with disabilities. The scheme is supported by the JISC TechDis project
Ian's project title is ‘The Development of Reusable Learning Objects for the Disabled Student’
The aims of the project are as follows:
i) to produce learning objects relevant to the study of leisure, outdoor adventure and sports development with enhanced visual materials;
ii) to liaise with visually and aurally impaired students concerning the design of RLOs; specific to their learning requirements (including the adaptation of existing RLOs accordingly);
iii) to explore the scope for the software in the production of innovative educational materials and approaches.
The bid was successful and Ian has now acquired a Canon DC-100 DVD Camcorder w/ 2.7" Widescreen, 25x Optical Zoom and a Panasonic FZ7 6MP Digital Camera 12x Optical Zoom 2.5" LCD, 512MB Case & Charger
Dave Harris
Research Day 8th July -- Abstracts
Monday, July 24, 2006
Professional Mountaineering Awards. Louise AnsellThe Mountain Instructor Award, MIA, is a recognised professional mountaineering qualification with a professional body Association of Mountaineering Instructors, AMI. The MIA encompasses all aspects of mountaineering from hillwalking to gorgewalking, from rock scrambles to coaching on technical rockclimbs. When assessed for the award assessors are looking not only for technical competence but also for a breadth and depth of experience in all aspects of (summer) mountaineering. Once you have gained the award you can get yourself insured and set up in business taking others into the mountains, you can also be recognised as a trainer and assessor of NGB awards, Walking Group Leader, Summer Mountain Leader Award and Single Pitch Award.
It is the process, perceptions, hindrances and helps that I hope to address in this presentation.
A Question of Motives: Reciprocity, Sport and Development Assistance. Aaron Beacom
The establishment of sport within the international development assistance portfolio signifies wider changes in the development assistance agenda as well as the expanding developmental role of a range of key sports organisations and agencies. The structure and objectives of such initiatives highlights shifting priorities of sports organisations as actors in international society, as well as informing wider debate concerning what constitutes effective international development assistance.
The pursuit of organisational objectives through international development assistance, underpins the development activities of sports federations in both entry-level initiatives and support programmes for elite sport, just as other parts of the international sports complex, both governmental and non-governmental, initiate assistance packages that support their wider development objectives. At the same time the efficacy of assistance based on reciprocal interests, increasingly provides the context for programme development. This tension between the reciprocal benefits that provide the terms of reference for sport related initiatives, and the pursuit of brand development by donor organisations, continues to challenge notions of mutualism. So too does the widening gap between developed and developing states in terms of the sports infrastructure and levels of sporting success.
Ergometer-Specific Relationships Between Peak Oxygen Uptake and Short-Term Power Output in Children. Saul Bloxham
This study examined ergometer-specific relationships between short-term power and peak oxygen uptake (VO2) in children. Boys (n=28) and girls (n=28) age 11-12 years completed two incremental tests to exhaustion on a cycle ergometer and motorized treadmill for the determination of peak VO2. In addition, they completed two 30 s ‘all out’ sprint tests, one on a cycle ergometer and one on a nonmotorized treadmill for the assessment of peak power (PP) and mean power(MP). Relationships between peak VO2 and short-term power measures were examined by sex for cycle-and treadmill-derived data using simple per-body-mass ratios and sample-specific allometric exponents to control for body size differences.
From correlation analyses on scaled data, sex differences in responses were shown. In boys, PP and MP were unrelated to peak VO2 for cycle-derived measures (r = 0.58 PP; r = 0.69 MP) but significantly related for treadmill values. PP and MP were significantly related to peak VO2 for both modes of exercise in girls (r = 0.41 – 0.68). In all but one case, correlation coefficients based on mass-related data were higher than those based on allometrically adjusted data.
Paediatric thermoregulatory responses: the reliability of previous adopted heat acclimation protocols. Caroline Brokenshire
To date there have been a few published articles exploring the process of heat acclimatization/acclimation in children. The geometric characteristics of children predispose them to a greater absorption of environmental heat through dry heat gain mechanisms. This is exacerbated in extreme temperature conditions. Whilst a handful of key studies have explored the process, there appears to be no published research that allows the quantification of physiological adjustments following the process of heat acclimation. By performing repeated trials, the random/biological variation of techniques can be quantified to allow the precision of the estimates of change following heat acclimation protocols. This is calculated as a co-efficient of variation that presents the typical error as a percentage of the measured physiological variable. This presentation will outline the reliability of a previously adopted heat acclimation (Inbar and Bar-Or) protocol through experimental work performed at Exeter University.
Local Exercise Action Pilot (LEAP) Free Swimming Evaluation. Phil Brown
This session explores the Local Exercise Action Pilot (LEAP) free swimming programme in Plymouth.The Department of Health, Sport England and the Countryside Agency commissioned ten physical activity action research projects in neighbourhood renewal areas across England in September 2003.
The Plymouth LEAP project provided free swimming to over 1,000 vulnerable and hard-to-reach young people in Plymouth between April 2004 and April 2006.Young people were identified and referred onto the programme via a multi-agency referral toolkit.Once registered on to the programme young people were given free access to a variety of structured and unstructured water-based physical activity interventions.
The session will explore the design and implementation of the interventions, the challenges of community based research, and preliminary results, with a specific focus on qualitative results.
The Plymouth LEAP has been regularly cited as a good practice case study in some notable publications including; Choosing Health, Sport England’s Guidance on Free Swimming, First Game Plan Delivery Report April 2004, Sport Playing Its Part – Contribution to Healthier Communities.
Nationally the ten LEAP projects are being evaluated by Leeds Metropolitan University. The local evaluation of the Plymouth LEAP programme has been supported by Plymouth University.
Sport Science Support : Injury Biomechanics Lance Doggart
Sport Science Support (SSS) is a service offered to coaches and athletes to optimise performance. The application of this support is principally achieved through one of the three branches of science or interdisciplinary approaches. The aim of this paper to illustrate one aspect of Sport Science Support.
Biomechanics is a branch of sport science that aims to optimise performance, or reduce injury, through the application of mechanical principles. The epidemiology of injury is well documented (Caine et al., 1996; O’Connor, 2004; Chase et al., 2005). Podiatrists, physiotherapists and sport medicine doctors have benefited from biomechanical assessment in the diagnosis of injury and in support of the rehabilitation process.
An athlete, referred by a physiotherapist, was experiencing pain in their lower leg. A series of biomechanical assessments were undertaken including strength and flexibility measures, gait analysis and orthopaedic alignment.
A number of results were observed including asymmetrical gait, flexibility imbalances and malalignment of the lower limbs. The data was interpreted and feedback to the athlete specific to eccentric muscle strength and the use of orthotics. The athlete was advised to use this data, in conjunction with the physiotherapist and podiatrist specialist support, in a rehabilitation programme.
Playtime Physical Activity in Primary Children. Erica Eaton
The concern that many children are not reaching recommended levels of physical activity has prompted this research. Whilst schools provide an opportunity to contact most children, pressures on classroom time over recent years have had a negative effect on physicality across a variety of curriculum subjects. Playtimes take up almost a quarter of the primary school day and could contribute quite effectively towards the daily total recommended levels of physical activity measured as time spent with the heart rate at or above 140bpm. The primary research draws data from three case study schools awarded the Activemark Gold Award celebrating their good practice in providing a holistic approach to physical activity. Quantitative and qualitative data were gathered through a multi-method approach to allow triangulation.
The data analysed school by school then compared, contrasted and combined to identify levels and patterns of physicality of population samples including totals overall, totals at each school, key stages and genders to ascertain any specific trends. The overall aim of the study is to create a model of good practice providing recommendations for primary schools wishing to improve provision for playtime activity.
The Status of Visual Data in Research Methods for Sport, Leisure and Outdoor Adventure Programmes. Ian Gilhespy
My presentation will focus on the status and role of visual data in research methods modules and textbooks for programmes relating to sport, leisure and outdoor adventure. The presentation highlights the scope for greater sophistication in the analysis of visual data, including mediated data. Key textbooks in the field of research methods for sport and leisure will be reviewed developing the argument that the growth of academic interest in the visual and in mediated forms of sporting and leisure experience is insufficiently represented. The claim will be made that student research practice may benefit from the teaching of research methods that include an emphasis on the analysis of visual data using semiotics and content analysis.
Ongoing Research Interests. Gill Golder
This presentation will focus on current and future research projects and potential implications for involvement of Marjon in certain projects.
To date my research interests have been focused on the inclusion and special education field and I have published work in Journals such as the British Journal of Special Education and British Journal of Teaching Physical Education; although I have also dabbled with writing a Chapter for Sue Capel’s Learning to Teach Physical Education in Secondary Schools; A companion to school experience. As a result the focus of my PhD continues this line and looks to explore the interrelationship between collaborative practice, inclusive schooling and school organisation. Current research has taken a new line in that we gained funding from the TDA to host a conference on ‘ICT in Physical educationist use in schools’; the outcomes of this is soon to be presented at the afPE conference in July.
The opportunity arose to become involved with some collaborative research with colleagues from Exeter, Loughborough and Durham as a result I am also involved in two difference projects focusing on learning styles.
Contributing to the World Handbook of Distance Education (eds Evans and Nation) – finding a writing stance. David Harris
The Distance Education Handbook is an example of recent publishing ventures in handbooks and encyclopaedias. My chapter title was ‘Distance Education: in whose interests’, and I was encouraged to comment critically on the other chapters in that section as well as writing something about the role of ‘interests’.
Writing about ‘interests’ helps me make a case that educational policy and practice are not determined by ‘ideas’ alone but by economic, political and organizational interests as well. I had to think about wording my contribution to keep it within the bounds of academic debate. I have established a bit of a niche as a sociological critic in a field dominated by psychologists and educational technologists. I had to be self-critical about this as well.
Sport Psychology Support for Cornwall Golf Union. Matt Johnson
The relationship between golf and psychology is well documented. Research (Beauchamp, 1999, Lee 1999 and Clark 2002) has generated significant findings confirming the relationship between peak performance and the psychological constructs of attitude, confidence, concentration, motivation, and emotional control. Research has also established a strong rationale for the use of psychological techniques in facilitating an ideal psychological state and peak golfing performance.
The aims of the work undertaken with the Cornwall Golf Union have been to:
raise awareness of the role of psychology in achieving peak performance
develop an attitude to training and competition that is commensuratewith elite athletic performance
train athletes in techniques and routines that can be employed to provide control and consistency in performance promote team harmony and cohesion in what is traditionally an insular and independent sport.
Despite the fact that the programme is still in its early stages, initial results have been favourable. Individual players, the captain and club president have all remarked on the positive attitude that the team has demonstrated in their approach to training and competition. It has also been acknowledged by individuals that the psychological skills training has helped to aid control and consistency of performance. Most importantly, the team as a whole and individuals within the team have recorded improvements in performance.
The Development of a Leadership Styles Competency Framework associated with Effective Leadership in the role of Regional Rugby Development Manager.Gareth M Jones
An overview of the above study to date will be given by way of an introduction. The remainder of the presentation will focus on a key aspect of the study i.e. a phenomenon referred to as “Emotional Intelligence”.
Research by Goleman (2000) promotes the view that high emotional intelligence reinforces the authoritative, affiliative, democratic and coaching leadership styles, whilst low emotional intelligence is commensurate with leaders predominately employing coercive and pacesetting styles. If it is assumed that no one leadership style is correct, and that effective leadership constitutes using the appropriate style to deal with specific people in specific situations, then what is your emotional intelligence like? Let’s find out!
Accreditation of APL and APEL in PE ITT.Nicky Jones and Jackie Arthur
The aim of this research is to provide guidance on how previous training or experience can contribute towards achieving the requirements for admission to ITT (PE specific). This information is to be produced in the form of an information booklet that details a generic framework of advice and support for those interested in pursuing a vocational route into PE teaching.
Many applications for PE detail previous experience, both within a teaching, coaching and leading context in a range of practical activities. Many applications also highlight personal practical achievement to a high level.
It is the intention of this research to initiate a framework in order to accredit learning experience as part of APL and APEL. The learning needs to be relevant and at an appropriate standard to be considered.
The framework will produce a comprehensive flowchart of pathways with essential and desirable qualities and qualifications necessary for consideration within PE ITT.
Ed. D Research Project. Keith Jones
I have chosen to study for an Ed.D as opposed to a Ph.d for the following reasons:
The first reason is that the Ed.D allows participants to reflect upon their own practice and thus improve their own performance. This form of reflective approach will allow me to integrate “study” and “work” and will allow me to manage both, appropriately. Secondly, the content of the Ed.D is relevant to past work history and my present professional role. The focus upon research, practice and key contemporary issues, will allow me to engage at an appropriate level. Finally, my job is a busy one! I feel that the “taught” element provides me with a structured programme which I can manage around my job.
At this stage of application I have a number of possible areas of research in my head. These include, practice based learning; a case study of the development of a subject related international programme; or, possibly a combination of the both.
Relevant work undertaken in Preparation:
Work with staff from Queen Mary’s (Twickenham) and UWIC (Cardiff) examining Placement Policy, documentation and procedures.
Attendance at two ILTHE conferences on Placement Based Learning
Clinical Educator Training (FSU)
Research which underpins the context in which both Placement Based Learning and an International Programme are set.
Research which begins to examine some of the Key Issues which are part of both Placement Based Learning and the development of an International Programme.
Understanding Curriculum in Higher Education. Sam Peach
The study which formed part of my EdD investigated curricula in the College. It was informed by symbolic interactionism and involved an ethnogrgaphic case study.
Data was gathered via documentary evidence and thirteen in-depth group interviews. Twelve group interviews were conducted with academic staff representing twelve subjects on the BA Programme at the College. The thirteenth group interview was conducted with members of PARG.
The analysis revealed four categories of factors shaping the College’s curricula: the institutional context, students and market forces, political and economic agendas, technology, subject and professional developments.
It emerged that the participants’ notions of ‘graduateness’ and their perception of the purpose of the undergraduate degree in this era of mass HE were also diverse. Intellectual development, personal transformation, effective citizenship and preparation for employment were all mentioned to different degrees by different subject groups.
The findings also suggested that the modular framework encouraged an eclectic philosophical approach to curriculum but that two approaches were dominant within the College. These have been conceptualised as critical vocationalism and a socially critical approach.
Report of Research and Scholarly Activities undertaken since Sept 2005. Susan Porter
The Marjon Change Academy - Our team's project was using ‘development training’ as a vehicle to engage with the wider community Unfortunately this project has been put on hold as all staff involved have little time available to dedicate to this above and beyond other commitments within the college.
1. MLTE – Workshop for NGB Award Providers. Annual Conference March 2006.
2. Published in January 2006 – Chapter in Humberstone, B. and Brown, H. (eds) (2006) Shaping the Outdoor Profession Through Higher Education: Creative Diversity in Outdoor Studies Courses in Higher Education in the UK, Institute for Outdoor Learning
3. Skills Active HE Conference.
4. Institute for Outdoor Learning – Ongoing work as the Regional Moderator for the Accredited Practitioner scheme. Ongoing work to establish greater links between IoL and HE re accreditation of programmes for the APIOL scheme. April 2006 National Conference.
Began April 2006 Marjon Leadership Development Course.
Sport Science Support for the Development of Youth Hockey: A Multidisciplinary Approach.Chris Smietanka
Sports science support incorporates the sub - disciplines of physiology, psychology and technique analysis. Scientific assessment can be used to monitor fitness, alter training, improve performance, alter technique, monitor the effectiveness of coaching and improve physiological and psychological preparation prior to competition.
The sport science support for the development of young hockey players was implemented using a multidisciplinary approach. Multidisciplinary sport science involves a group of scientists from different sub-disciplines working on a combined topic in parallel (Burwitz et al., 1994). A series of techniques and field tests from the sub-disciplines of biomechanics, physiology and psychology were demonstrated to six adult mentors from the Plymouth Hockey Development Group. Each mentor was taught the correct procedure/protocol for the techniques and field tests. This included the specific methods required for the collection, analysis and evaluation of data. Furthermore, the mentors were informed how these procedures would impact on young hockey players. The mentors then delivered the programme under the supervision of the staff sport science support team.
A proposal to critically analyse Talent Identification procedures, and investigate the reasons behind the low percentage of England International football players produced in the South West of England. Ryan Thomas
It is widely considered that football is the nation’s number one participation sport, and it can be argued that this statement can be applied to many countries around the world.Participation figures are such that in terms of a typical model of the Sports Development continuum, we have an extremely large base of players who can be supported to have many opportunities to play football, and to be the best that they can be.
Many of the Football Association’s Football Development initiatives are delivered on a local level by every County Football Association, including those in the South-West peninsula, and are delivered in collaboration with a number of key national and local partners.Despite the reported success of these programmes at a local level, to date, there is no representation within the England National squads (both male and female) from the South-West region of the country.
There is a vast amount of literature on the subject of Talent Identification, in particular within the sport of football (Williams, Reilly, Franks, 1999), however much of this focuses on the areas of Physiology and Psycholgy. It is proposed that this area of interest will focus on looking at Talent Identification procedures within the South-West from a Sports Development perspective, specifically looking at areas within this discipline regarding access of opportunity, player pathways, Long-Term Athlete Development, coach education and the social geography and demographic of the region.
MSc Coaching (Loughborough). Gareth Long
The presentation will outline the content and structure of the MSc Coaching at Loughborough University. Its relevance to current modules in the Coach and Physical Education BA (Hons) will be examined. Additionally, its potential impact upon future curriculum developments may be explored. The suitability of the presenter’s initial thoughts for research projects will be discussed and possible ‘pit-falls’ and solutions suggested.
Assessment: ‘The Black Hole of PE’. Ian Luke
Assessment in physical education remains a significant problem at all levels, from pupils in schools to those involved in initial teacher training (OfSTED, 1995; Jeffries, 1999; Frapwell, Glass & Pearce, 2002). The general lack of understanding of assessment principles has meant both teaching and learning have been hindered (BERA, 1999). Attempts to ‘solve’ the assessment problem have, in general, focused upon assessment of learning as opposed to assessment for learning (Assessment Reform Group, 2002). However, it could be argued that the most significant problem is that assessment is seen as a ‘bolt-on’, rather than integral to, the teaching and learning processes. The discussion will explore assessment issues at two levels: assessment both for and of pupils in school, and developing understanding of assessment with trainee teachers.
Applied Research -- Using Focus Groups. Chris Mather
A small part of the work undertaken on researching the PHA for DRC invovled running some focus groups among 'the community' in Devonport. The practice turned out to be rather different from the methods textbooks, however, and members were only too keen to impose their own agendas. As a result, we learned quite a lot about life in Devonport from the point of view of those who live there. They seem reasonably well informed already about health, for example, but face issues in fitting healthy activity in to their lifestyles. More generally, they are often pretty sceptical about well-intentioned efforts to help them from outside. Some implications for policy can be drawn.
The persistence of difference: Cornish wrestling. Mike Tripp
The intention in this presentation is to provide a very brief outline of my PhD research. I am particularly interested in attempting to explain why Cornish wrestling has managed to survive into the 21st century, whilst the majority of ‘traditional’ activities either died away or were transformed significantly by the so-called ‘rational recreation’ movement in the mid-nineteenth century. I have adopted and adapted a conceptual model, first proposed by Payton (1992), which explains that Cornwall’s historical experience is different from other areas of England, and that difference has persisted over time largely due to the county’s peripheral status: it is geographically and culturally at the extreme; it had a unique constitutional arrangement, being a Duchy and therefore not entirely part of the kingdom; it had, and to a certain extent still retains a number of ‘Celtic’ features; the Cornish saw/see themselves as different and not English; many non-Cornish visitors perceive the Cornish as different. Cornish wrestling fits within this framework as an important symbol of Cornishness.
Beyond the Gimmick. Kelvin Kirk
The use of technology in both sports coaching and school Physical Education (PE), is no longer pioneering but evidence is not forthcoming that proves that it actually enhances the learning process.There is little argument that word processing, databases and e-mailing software have assisted in making the role of the teacher much easier but this does not automatically equate to an improvement in learning. However the Physical Education National Curriculum for England (1998) states that ‘Pupils should be given opportunities to apply and develop their ICT capabilities . . . . to support their learning in all subjects’, irrelevant of the lack evidence to support its benefit.
Although there is a greater emphasis on the value laden importance of ICT across the whole teaching curriculum, including Physical Education (PE), there is still a relatively limited quantity of literature to either support or substantiate the benefits of its use.
Further to this there has been a noticeable rise over the past 5 years in the use of video analysis equipment in the teaching of PE.Its benefits are supported by Beashel and Sibson (2000) who claim that, ‘apart from the thrill of seeing themselves in action, they are able to critically evaluate their action.’However in a study using video to enhance PE students knowledge of basketball rules Antoniou et al. (2003) found that, ‘the type of instruction did not affect performance in the video test and student improvement was temporary’
Fitting it all in: Conflicting demands or Joined Up Thinking. Mark Leather
The presentation will look at Mark’s Research and Scholarly Activity for the previous year, as well as his plans for the coming year. Conflicting demands of personal development through studying for a higher degree, developing networks through his work with the Institute for Outdoor Learning, enhancing the OUT programme through his work as an external examiner AND the need to continually improve his practical coaching qualifications are all considered.
The issues raised by this are highlighted and some solutions offered so that the conflicting demands reduces and the joined up thinking increases!
C-SAP meeting
Monday, June 26, 2006
I attended a meeting in Birmingham on 17th June as a member of the Reference Group for Sociology for C-SAP (Centre for Sociology, Anthropology and Politics -- one of the HEA LTSNs). They paid. The Reference Group is supposed to advise the Centre on matters like the contents of its website and its future activities. The main inititative which might interest non-Sociological colleagues is a push to engage with the regions and to widen participation. This means that, for example: (a) C-SAP worthies can come and help run Staff Development events (their Dissertation Companion on the website is much-admired by all sorts of people); (b) they would really like to hear from anyone wanting to either review books or write short articles for their Newsletter or their journal on teaching and learning.They have a nice range of corporate gifts too ...
Dave Harris
New magazine launched
Tuesday, May 30, 2006
Gareth Long is one of a team of experienced PE teachers involved in the production of a new and unique publishing venture – Balls Sports Magazine . The magazine features a range of interviews, articles and student activities, and revision and study advice as well. The aim is to ‘bring to life’ theoretical issues in examination PE.The first issue, out in September, contains articles on
Premiership football training programmes (Aston Villa actually!)
Katharine Merry talking about the issues facing elite sportswomen
The English Commonwealth Basketballers talking about their psychological routines at the free throw line
Museum of Rugby explaining the historical issues of amateurism and professionalism
Dan Luger and the components of fitness for an England rugby international
Adidas +10 stars on team cohesion
Wheelchair athlete Shelly Woods on the development of disability sport
F1 and their global TV markets.
As well as the website, there is also a flyer. Further details are available from Gareth or the website.
BSA Annual Conference
Monday, April 24, 2006
I attended the British Sociological Association's annual conference in Harrogate with the support of the School. It had the theme of social orders and disorders, and one of the best-attended streams concerned crime and deviant behaviour. A number of interesting papers were given on matters related closely to some of our interests -- community disorder and regeneration for example or deviant youth activities -- and I have some copies (or notes) if required.I also attended two meetings of special Study Groups. One (of which I am a founder member) sets out to research the student experience. This is a nicely unbounded Group, with links to the SRHE, with the intentions to involve psychologists and others interested in HE. The emphasis on student experience as a whole includes work on leisure and outside work (paid and unpaid domestic) and how that is interconnected with study. A famous leisure theorist -- Prof Ken Roberts -- proposed education/leisure links as major topic for the future and we agreed to run a day conference on some of the implications. I will inform colleagues when and where.
The other group was a revived Leisure and Recreation Study Group. The academic stimulus was the perception that lots of papers and articles in Sociology seem to focus on leisure topics but without acknowledging the long series of debates in Leisure Studies about matters like work and leisure, gender, commercialism and the like. This clearly linked with Roberts' intervention above and led to a quite ambitious proposal to reinstate leisure (in its broadest sense, to include sport and outdoor adventure) as central to sociological analyses of modernity. There seemed to be some parallels with Aaron Beacom's work on sport and development, and with the convergence we have noted in our School between sport, health, activity and community regeneration.This discussion also led to discussing the politics of the forthcoming Research Assessment Exercise (considerable sums were at stake for colleagues in larger institutions). I would be happy to pursue this with any colleagues interested in RAE submissions at our local level.
Finally, I attended a session on getting published. The focus was the specific journal Sociology but there were some general implications too which I would be pleased to share with any interested colleagues.
Dave Harris
Creative Entrepreneurs
Wednesday, April 19, 2006
Dave Harris has just gained the prestigious NOCN CQF award 'Developing Creative Entrepreneurs' at Level 2 (6 credits) -- equivalent of a GCSE(?).The course was run at Plymouth College of Art and Design in the evenings and was a breath of fresh air and a chance for some lateral thinking for anyone feeling a bit arty, designy or enterprising. Visiting speakers included representatives of (extensive) local networks of artists and designers (including video and web design), and speakers on starting a business and on aspects of the law (including copyright and contract). There are lots of excellent arty people out there locally if you fancy collaboration on things like web stuff especially. Additional perks included being given a PCAD student card (gets all the usual discounts) and access to the Creative Entrepreneurs website and PCAD Library.Dave Harris
Sport England South West Regional Conference – 8/9 March 2006
Friday, March 24, 2006
“From Playground to Podium”
The key note speakers were very well informed and provided concise and, in some cases, illuminating presentations on critical areas in creating pathways from the playground to the podium in London 2012.
Dawn Brooksbanks (Steve Grainger) – Youth Sport Trust
● emphasised the centrality of the school system
● stressed the need to work in partnership with external organisations such as SCUK, the NGB’s and the CSP’s
● highlighted the importance of the School Sports Partnerships and the SSCO programme
● confirmed the funding to implement the PESSCL strategy.
Peter Keen – UK Sport Performance Director (slides available from me in hard copy)
● confirmed the importance of success in London 2012
● confirmed the necessity of a “performance pipeline”
● stated that a national framework, with connected central systems and services is essential
● specified the necessary infrastructure and operational costs
● provided statistical data based on LTAD, with numbers of athletes identified at the early stage required to supply Olympic success at elite level
● stressed that a scientific, clinical approach similar to the Australian system is required for a successful conclusion
● stressed that a “no compromise” approach in terms of funding and resources has been adopted by UK sport towards the Government.
Patrick Duffy – Chief Executive, SCUK (slides available from me in hard copy)
● discussed the role of SCUK in creating pathways for children, players and athletes
● highlighted the role of the coach at different stages
● outlined the SCUK Action Plan for coaching and its place in an integrated system for the UK
● confirmed the role of the LTAD model and stressed the need for a Long Term Coach Development Plan, with coaching as a legitimate profession.
Richard Caborn – Minister for Sport
● predictably, spoke in “Ministerspeak”
● quoted facts and figures about what the Government has invested and achieved
● stated the Governments commitment to continued support and the need for success in London 2012
● outlined the programme for a Schools Olympics, staged annually in different areas of the UK, beginning in Scotland and concluding in London in 2012 (interestingly, this has been confirmed in the media this week, as has an investment of £600 million for elite sport).
All the powerpoint presentations should be available soon on the Sport England website (South West)
Harry Richardson
RSC SW HE eLearning Forum
Thursday, March 23, 2006
I attended this one-day conference with 4 colleagues. What made this one attractive was that the main contributions came from practitioners, and we saw several inspiring examples of e-learning from colleagues in Yeovil and Bournemouth. There was also a rather nostalgic 1970s- type delivery from an educational technologist with the usual caricatures of face-to-face and lots of gee-whizzery and imminent breakthroughs. He announced he was 'passionate about copyright', for example, which gives you the idea. Most of the practitioners cheerfully worked in the grey areas of copyright law as you would expect.The Yeovil person demonstrated an award-winning library site, based on the Moodle VLE software which happens to be open source (i.e. free) (see a comparison with Blackboard here). They had specialist subject pages much as we do, and had also used e-books on their site. The colleague from Bournemouth also demonstrated what can happen with enthusiastic (Media) students using their own webspace (100mb each, provided by the University on their own separate server) to assemble web portfolios; weblogs as a way to record reflection and the design process; discussion forums; podcasting (video as well as sound). They use Blackboard at Bournemouth, although with some reluctance, and the system was well displayed from a teacher's perspective.The interactive technology seems cheap and easy to use, despite technical and political worries about whose server should host the software. Movable Type was recommended for weblogs (although Blogger and Myspace also seem possible, and this Newsletter uses Thingamablog which is also free). The iTunes site itself was used to syndicate ( i.e. publish and share) student-designed podcasts.
The final presentation featured the new JORUM site, where members can both contribute and downolad electronic teaching materials. The newsletters look good too. Had there been more time, I would also have asked for opinions about MERLOT -- a huge American repository of teaching material including some excellent work on statistics.
It seems to me to work best if students and lecturers try the technology for themselves instead of waiting for some ed tech-led initiative. I would not worry personally about the technical ownership of software or the legal niceties of hosting and would cheerfully use 'free' software. The passion about copyright led to denunciations of universities owning teaching material in any strong sense, but seemed much more cautious about these matters.
Student involvement seemed to emerge as a major theme as the new technology permits students to develop their own purposes. Colleagues were aware that VLEs had much to do to keep up with pod/MP3s, mobiles, instant messaging and personal websites and blogs. As usual, what was missing was any discussion of the social context, especially the motivation behind students ignoring the gear provided by the university but enthusiastically embracing electronic technology and formats they control themselves.
I'd be happy to share my limited experiences so far.
Dave Harris
The use of ICT in Physical Education in the Exeter Initial Teacher Training Partnership
Friday, March 17, 2006
Dr Penni Tearle: University of Exeter
Gill Golder: University of Exeter (now at The College of St Mark and St John, Plymouth)
Janvrin Moore: Consultant in ICT and Physical Education
Karan Ogden: University of Exeter
Please address correspondence to: Dr Penni Tearle, School of Education and Lifelong Learning, University of Exeter, Exeter, Devon UK. EX1 2LU. Email P.A.Tearle@ex.ac.uk
Project overview
The project investigated the way ICT is currently used in Physical Education (PE) in the Exeter ITT Partnership, and researched the opportunities for enhancing and extending its use. It examined how the course, in both university and school-based settings, is able to support trainees in the use of ICT in PE. From this enhanced knowledge base, the research sought to identify areas for improvement which could be taken into consideration when planning for the next cohort of trainees. It will also be used to inform arrangements for supporting teachers in partner schools and highlight areas the schools themselves may like to consider.
The research process was designed and implemented so as to be informative and supportive, encouraging all involved to reflect on and develop current practice rather than to make judgements. It aimed to promote and further develop effective use of ICT to the benefit of the local ITT Partnership of trainees, teachers, schools and university-based lecturers; as well enhancing the learning experiences of the school students.
Although the study focused on the practice of one ITT partnership, it is felt the findings and recommendations may be helpful in supporting the improvement of practice more widely.
Key findings and recommendations
The following findings emerged from the research. As data were collected from three distinct groups of people, the findings are grouped in this way.
Trainees
•Most trainees showed some awareness of the potential of ICT in PE but had little specific knowledge, understanding or associated skills.
• Most trainees were very positive and enthusiastic about learning to use ICT as they believed it could enhance their teaching and the learning experience for the ` school students, but many felt opportunities for this were not fully realised.
• Many trainees felt ICT was not ‘visible’ enough across the course, noting it was neither used or referenced regularly across the programme, but was associated more with distinct University-based sessions, often run by people who came in specifically to do this.
• Trainees noted the need for more dedicated workshops and hands on sessions so they could familiarise themselves with a range of equipment and technical skills early on in the course. They reported that ‘watching’ ICT being used was no substitute for ‘doing’, and they felt they lacked experience of using specific ICT applications relevant to them in their school placements and future career.
• Many trainees reported that their placement schools were not able to provide a rich ICT/PE experience, with many schools only using ICT with specialist PE groups such as GCSE, AS or A2 classes. This was mainly due to combinations of lack of equipment and staff expertise (or occasionally simply time).
School-based principal subject tutors (and other PE colleagues in partner schools)
• Most were very positive and enthusiastic to learn more about using ICT in PE to enhance their teaching and student learning.
• Most felt they had limited experience of using ICT in their teaching and did not have sufficient understanding of its potential to address this. Very few for example use digital video, and even fewer were able to access any video analysis software, or have a real understanding of the opportunities which its use might open up.
PGCE programme tutors
• The two main PE PGCE tutors noted their interest in the area, and recognition of the role of ICT, but felt they needed more practical experience to develop this.
• Lack of time was reported as a barrier to the intentions to embed ICT use in the PE PGCE Programme. This related both to tutor-time needed to set up new equipment, learn how to use it themselves and then how to embed it into their programme in an appropriate way; and also to being able to find the additional time in lectures to incorporate ICT in a very tight schedule.
• An acute shortage of ICT resources and equipment, particularly in relation to the specific needs of the subject area, was noted. Trainees who subsequently went to well-equipped schools were therefore not familiar with equipment they needed to be able to use in schools, whilst those who had few (or no) resources in their placement schools completed the course with insufficient ICT experience. Some additional equipment was on site but was not fully operational.
Recommendations
Recommendations (shown as R1, R2 etc) relate to the whole programme and Partnership, and are not split between the various groups who raised the issue. It is recognised that there are time and resource implications for many of the recommendations, and where possible suggestions of ways to work towards these recommendations are offered. It is also appreciated that many of the points made are ones which tutors and colleagues in partner schools and on the university site are already aware of and striving to address.
Whilst the recommendations are specific to this partnership, it is felt they provide a framework on which other partnerships can draw.
R1 The reported enthusiasm and motivation of all groups in the Partnership in relation to role of ICT in PE needs to be nurtured and invested in, with more ways being found to capture, maintain and utilise this. Suggestions include:
a) recognising current use of ICT in teaching and administration, and to emphasise what is currently happening so as to build on this positive feature.
b) identifying and building on the ICT sessions/incidents which trainees felt inspired by
R2 There is an urgent need to raise the awareness of the specific ways in which ICT can enhance the teaching and learning of PE. Whilst most subject tutors demonstrated a general awareness of use of ICT in PE, they need support to make this more specific, for example to have examples of how technology can be used in teaching programmes structured to meet the PE National Curriculum requirements. This will enable them to review and adapt existing teaching programmes and discuss resourcing needs.
Examples (more detail is available in Appendix 1) include:
a)Using video cameras and video analysis software for analysing, assessing and improving performance.
b)PowerPoint for presentation and demonstration of pupils’ ability to select and synthesise information to meet their needs and develop an ability to question its accuracy, bias and plausibility.
c) Using the Internet to find resources to support teaching, extend pupil learning and set enrichment activities.
d) Heart rate monitors and other health related exercise equipment to develop pupil knowledge and understanding of what happens to their body during exercise and to develop appropriate training methods for different activities.
e) Interactive CD ROMS and DVDs that enable pupils to learn new skills or develop existing skills through visual and auditory demonstrations.
R3 The potentially valuable role of ICT in PE needs to be more visible and widely promoted outside the subject area. Headteachers, senior managers, ICT co-ordinators, governors and others with links to resourcing decisions, need to be made more aware of the very specific ICT resources which are of most benefit in the teaching and learning of PE. Many of these, such as access to digital video cameras and video analysis software, heart rate monitors etc are quite distinct from the needs of other subject areas.
R4 Ways need to be found to support tutors within both university and schools to improve their knowledge, understanding and skills in relation to ICT in PE and hence impact on practice. This is more complex than merely the provision of ad hoc resourcing and training, although both these aspects are important. It is beyond the scope of this report to address this whole subject in detail, but it will require institutional support, review of teaching programmes (identifying and observing examples of good practice) in order to develop a robust programme for ICT development in the subject area to be implemented over time.
Specific suggestions include:
a)to identify and utilise pockets of expertise within the Partnership
b)providing sessions on use of ICT in PE as part of the programme of PE partnership meetings at the university, drawing on expertise from within the Partnership as appropriate. There were, for example, very positive reports for sessions on using PowerPoint in PE, and on digital video in PE at a workshop led by a school-based tutors at the Exeter TTA PE/ICT event (Feb 2005).
c) to encourage groups of partner schools to work together and draw on each others’ expertise, or identify common needs which can be met jointly
d) to proactively encourage/enable sharing of ideas, examples of good practice and prepared materials such as video clips and scenarios which have proved ‘successful’ (ie have made an impact on learning and performance). The University website may be able to play a role in facilitating this.
e) to identify suitable ICT/PE training and support for teachers on how to implement technology and on how to integrate it into their teaching programmes.
f) to encourage school-based tutors to work closely with their school ICT co-ordinator to get a better understanding of the opportunities and limitations of ICT use within the school. This will also improve shared understandings of the needs within PE.
g) to develop an appreciation of the different strengths of the three ITT PE providers in the region, and work together where appropriate for mutual benefit.
h) to explore common ICT needs and investigate any possible benefits/opportunities of links with expertise in the Exercise and Sports Science Department based on the same university site as the PGCE PE programme.
i) To encourage tutors to keep abreast of national developments and opportunities through professional publications, reports and advice from bodies such as BECTa (eg Wood, 2005), and to support the dissemination across the Partnership, possibly using the PE/PGCE website.
R5. The use of ICT needs to be made more explicit increasing its visibility across the PGCE PE Programme. The importance of modelling good practice with ICT both in university and school-based situations needs to be more widely recognised and implemented. Suggestions for achieving this include:
a) any current use of ICT in teaching session, such as using PowerPoint, spreadsheets, use of interactive white boards, use of internet etc could be made explicit to the trainees so it is seen as an example of modelling. Where appropriate this opportunity can then be used to note the transferability of use to a school-based teaching situation, or trainees can be invited to find examples of this.
b) general reference to and encouragement for the use of ICT should be integrated into lectures and noted by school based tutors when supporting trainees practice.
R6 More opportunities should be found for using ICT both prior to and during school-based work. A mapping of opportunities for the modelling of ICT across the three phases of the Programme could be undertaken, so that all trainees experience some common basic experience on how ICT can promote learning and teaching. This may initially focus on the taught (university-based), part of the Programme but then could extend to get clarity on what ICT experiences are fulfilled in the wide range of school based settings.
R7. More ‘hands on’ opportunities need to be built into the Programme to enable trainees to learn how to use different ICT devices and software applications. This might be facilitated by giving trainees access to a good range of ICT applications of relevance to PE alongside technical support. Setting of tasks which encourage trainees to do this and hence give them a purpose and structure for this additional ‘hands on’ activity outside their structured lectures and teaching commitments may be beneficial.
Background and context
The use of ICT in PE is currently far less developed and researched than ICT use in other subject areas (Elbourn & Cale, 2001). Research into ICT development and use during Initial Teacher Training (ITT) follows this trend; within this area it has been suggested that student teachers working in more numeric subjects generally reported positive views and use of ICT, where those in less numeric subjects were less positive (Cuckle & Clarke, 2000, 2003).
PE has quite unique demands in terms of the nature of its teaching and learning, and for some time was the only National Curriculum subject where use of ICT was not a requirement. Curriculum 2000 changed this stating that:
'Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects' (DfEE and QCA 1999, p.38)
In many schools and colleges PE is still not seen as a priority area for use of ICT and allocation of resources and equipment is still only just being recognised and established (Wood, 2005; Ofsted, 2004a, b). With the rapid developments in technology, however, ICT now has made a significant impact on a number of PE departments and has the potential to enhance teaching, learning, administration and management in PE (Green, 2002, Stratton & Finch, 2001; Lockwood, 1997). It has been suggested that the pervasion of ICT in education is now impacting on PE as much as any other subject (Cummings, 2001; Elbourn & Cale, 2001; Stratton & Finch, 2001). These slow, but positive signs of shifts in understanding and improved resourcing have almost certainly been influenced primarily by two sources. First is the ongoing general profile, recognition, training and resourcing which has been associated with all aspects of ICT in schools over recent years (eg Ofsted, 2004c) , some of which focuses on a mismatch between what student teachers learn about ICT and what they can use in schools (Cuckle & Clarke, 2002; Simpson & Payne, 1999; Fischer, 1996). Second is due to developments in technology, particularly digital video, which can now be used by any teacher to dramatically enhance many of the activities within PE (Wood, 2005; Koh & Khairuddin, 2004; Elbourn & Cale, 2001). Technical development in digital video and computer based PE / sport resources and the availability of other equipment such as handheld waterproof devices and wireless technology are of particular relevance in PE; the availability, affordability, access and relative simplicity of use are contributing to these technologies now having more potential and impact on PE than on other subjects (Tearle & Katene, in press; Stratton & Finch, 2001).
Competence in using ICT in teaching is a requirement for qualified teacher status according to the Teacher Training Agency (TTA) (2002a) who identify two specific standards relating to effective use of ICT in teaching.
‘S2.5 They know how to use ICT effectively, both to teach their subject and to support their wider professional role.’ (TTA, 2002a: p.9 )
S3.3.10 They use ICT effectively in their teaching.’ (TTA, 2002a: p.13)
The drive to encourage teachers to use ICT to support learning is reinforced by the TTA who state that teachers should be:
‘…able to exploit the potential of ICT to raise further pupils’ standards of achievement’ (TTA, 1999a: p.1)
Developing an ICT culture is an important part of the process of integrating ICT into a school's learning and teaching programs (Van Damme, 2001). Trainee teachers will be key players in developing this culture as their role may well be to provide vision to keep up with the rapidly developing technology (Stratton and Finch, 2001). Trainee teachers therefore need to understand what learning means and what approaches are conducive to support and enhance learning in PE using ICT (Elbourn & Cale,2001). The TTA Newly Qualified Teacher survey (2002b) showed that trainees across all subjects rated the extent to which their training provided them with the knowledge, skills and understanding to use ICT in their subject teaching was low (55%). However, Cuckle and Clarke (2003) identified an increase in the level of interest and competence in ICT amongst both trainee teachers and subject mentors in school potentially attributable to more effective education in ICT.
The rapid development of technology and probable contribution of ICT to the learning process in PE makes it imperative to ensure that newly qualified teachers are adequately prepared to exploit the potential. Both ITTE providers and schools need to be able to overcome barriers and promote the development of necessary competences and confidence to make the technology accessible teachers.
This project will work across the whole partnership of ITT provision at Exeter to research trainees’ experiences of ICT in the teaching and learning of PE as preparation for their role in the teaching profession. In so doing the practice of teachers in the partner schools will also be the subject of reflection and development, and hence it is anticipated that the project will make a positive impact on the learning experiences of school students.
Exeter is a Category B provider and has one of the largest cohorts of PE trainees in a secondary PGCE PE programme in the UK, with 46 students for the academic year 2004-05, the year this research was undertaken. We currently work with a wide network of Partner Schools, of which 40 take PE students. These are the schools and trainees which were at the centre of this research.
Pilot research was undertaken across the academic year 2003-04, which provided an initial understanding of how 25 PE subject tutors in the Exeter partner schools use ICT for learning and teaching in PE. This provided baseline data for the current research, as well as an opportunity to test research instruments for the study reported here.
This study complemented a major TTA funded ICT and PE event for all those involved in ITT in the South West by both drawing on and informing its planning and implementation. Further details including some of the presentations, can be found at http://www.education.ex.ac.uk/research/pe_ict_event/. The work programme for this research was timed specifically to ensure the initial data could inform the planning of this event and also so that outcomes from the event which might highlight issues or needs that had not been previously identified could be followed up and addressed.
The research project reported here addressed in particular priority 7e in the tender document, which was to research and develop the effective use of ICT in teaching and learning; in this case in the subject of PE.
Methodology
The target population for the research includes those involved with the Exeter PGCE programme in PE. The research design is best explained diagrammatically, see diagram 1. Essentially baseline data were collected in term one (October to December) of the academic year 2004-05 from trainees, school-based tutors (principal subject tutors) and PGCE course tutors. Case studies were then undertaken in 6 ‘partner schools’ where trainees were based for two terms (January to June 2006), and finally a questionnaire was completed by all trainees and group discussions with all trainees were undertaken. Further interviews with course tutors were also carried out at the end of the academic year.
Diagram 1: Overview of research structure and data collection
The diagram does not show the preparatory and pilot work undertaken across 2003-04, when this study was planned, the instruments developed and piloted and data collected. Two questionnaires were developed for the pilot study, the first was used with 25 school based PE tutors (Principal Subject Tutors) in October 2003, and the second was used with the PE trainees at the end of their course in July 2004. This pilot study and its outcomes were presented at BERA 2005 (Tearle and Katene, 2005).
Methods and instruments
Two different questionnaires were developed and deployed. The first was for use with the school-based principal subject tutors in Autumn 2004; the purpose of this was to find out about their current practice, attitudes, concerns and needs, and their own views about their ability to support PE trainees in using ICT in their school-based work. The second questionnaire was for the PE trainees, to be administered at the end of their course in July 2005. This was to collect data relating to their views on the ICT experiences across all elements of the PGCE programme; ie the sessions in the university in term one, and the experiences during the school-based period in terms two and three. The questionnaires were both adapted from those developed for the pilot study, making changes to reflect what had been learned from the pilot study, and also to take into account some additional requirements of this research. An ICT audit was already in place and this was used to collect baseline data from the trainees at the start of the course (October 2004).
Interviews were undertaken with the two main PE course tutors and also the PE/ ICT specialist who provides additional input focussing on the use of ICT in PE. Informal interviews were carried out through discussions in term one, and then a formal semi-structured recorded interview in term three, towards the end of the year.
Group discussion: A specific session was arranged for the trainees (split into two groups of approximately 23 in each) to reflect on and review the ICT provision in their PGCE PE course. Trainees were asked to complete and hand in the questionnaire at the start of the session, followed by a tutor-led whole group discussion. After this they worked in smaller groups (4 or 5 people in each) to discuss pre-prepared questions regarding their ICT provision across the course as a whole. These small group discussions were recorded, with the permission of all involved. The data from the discussions were used to supplement that from the end of year questionnaire and complete the picture built up from school case studies and university tutors. The session ended with an opportunity for each small group to summarise and report back on the points they had raised, and to broaden this out into more whole group discussion.
Case studies (using interviews, informal discussion and observation) were undertaken in 6 schools. Each student has three visits from a university tutor, and data were collected from trainees and school-based subject tutors across these (slightly extended) visits as proved possible/appropriate. Semi-structured interviews and informal discussions with both subject staff and trainees were used to address key questions about the use of ICT in the school and the opportunities and support trainees were experiencing. Opportunity for observation and further informal discussion were also taken during these scheduled visits to the schools. Use of ICT is a required element to consider when university tutors make school visits, but in order to undertake this research, additional emphasis was placed on this aspect during the visits.
As noted previously, the project was designed to build on and complement the TTA funded PE/ICT event to be held in Exeter in February 2005, ensuring added value to both activities. A team of 10 PE PGCE trainees researchers attended the event with the specific brief of participating in and reporting on, each of the sessions offered. The notes made form these sessions formed part of the data set for this research, as did the subsequent presentations they gave on the day to their PGCE PE peers at a university-based seminar day following the event. Further data was obtained from discussions in meetings involving the research team and the speakers and experts involved in planning the PE event. Notes were taken at each of the planning sessions, and interviews were undertaken with each of the PE/ICT experts, in order to get their view of the way ICT can help to enhance and extend learning in PE.
Areas for further investigation
This research study, taking into account not just the data collected directly for this study, but also that from the pilot study and parallel TTA funded PE/ICT event, suggests that PE may be one of the contexts where ICT can be more directly associated with learning gains and the ‘raising of standards’ (in this case standards of performance) than in most other subject areas. For example it was the view of experts interviewed for the pilot study and ICT/PE event, that the use of digital video for visual feedback and analysis, may prove to have one of the strongest links between use of ICT and important learning and lifestyle gains of any subject. Further investigation which enables and facilitates the identification and research of contexts where there are pockets of good practice in this area, will help provide a better understanding of the potential of this approach and how it can be more widely implemented.
Dissemination and other outputs
The research gave rise to a presentation on the pilot study at the BERA 2005 conference (Tearle and 2005).
This report will be shared with the other PE ITT providers in the region and made available to Partner schools via the University of Exeter Website (www.education.ex.ac.uk/research) and the Marjon Website http://libraryvle.marjon.ac.uk/news/sspel/. You will find the report on this page:
http://www.education.ex.ac.uk/pages.php?id=183
The work is registered with the CERUK (Current Educational Research in the UK) database (entry 3225).
The emerging findings were drawn on internally to inform some changes to the current PGCE PE course at Exeter and the final outcomes have also been shared with the current University-based PGCE PE tutors.
The outcomes of the research have been disseminated in, and are having an impact on, practice at The College of St Mark and St John (Marjon), Plymouth, where one of the project team is now based. Marjon offers a range of programmes in PE, including both BEd and PGCE courses. A virtual learning space has been established which students use for independent and guided study as well as a resource base. Software packages and hardware are now available to staff to model their use in practical session and for students to practise using before school-based experience. The School of Sport, Physical Education and Leisure has an ICT coordinator to help both staff and students with their use of ICT for learning and teaching, and he was a pro-active delegate at the TTA funded PE ICT event (February 2005). He runs ICT training sessions for the whole staff to facilitate and support them to model, promote and enable students to use ICT in practical sessions.
The findings of the research will be shared directly with one school in another region, who focus on the use of ICT in PE and also work with PE trainees from a university in the North of England. It is anticipated this will highlight areas of commonality and help to identify common needs for further work.
An academic paper, ‘The use of ICT in the teaching and learning of Physical Education in compulsory education: how do we prepare the workforce of the future?’ for submission to the European PE review is under preparation, and will be submitted in July 2006.
An invitation to publish the findings in outcomes of this current study in the professional magazine Sportsteacher has been accepted. Details are being discussed with the editor.
A paper on this research will be presented as one of the ‘topics’ in the Research into Practice workshop at the annual conference of the Association for Physical Education (afPE) (July 20006, Hertfordshire).
References
Cuckle, P., Clake, S. and Jenkins, I. (2000) Student teachers’ information and communication technology skills and their use during teacher training. Journal of information technology for teacher education, 9 (1), pp. 9-22.
Cuckle, P and Clake, S (2003) Secondary school teacher mentors’ and student teachers’ views on the value of information and communication technology in teaching. Technology, Pedagogy and Education, 12 (3), pp. 377-391.
Cummings, M (2001) Internet, goal net or both: PE and the introduction of ICT into the curriculum. The British Journal of Teaching Physical Education, Autumn, pp. 19-22.
Elbourn, J. and Cale, L. (2001) Selecting Computer-based resources to support learning in Physical Education. The British Journal of Teaching Physical Education, Winter pp. 35-37.
DfEE and QCA. (1999) Physical Education: the National curriculum for England. London: Dfee and QCA.
Fischer, T. (1996) Information technology and the curriculum: IT capacity and the new teacher. British Journal of Curriculum and Assessment, 6 (2), pp. 33-37.
Green, N. (2002) Using ICT within PE - its impact on a working department. The British Journal of Teaching Physical Education, Summer p.25.
Koh, M and Khairuddin, A ( 2004) Integrating video and computer technology in teaching – an example in gymnastics initial PE teacher- training programmes in Singapore. The British Journal of Teaching Physical Education, Autumn pp. 43-46.
Lockwood, A (1997) The role of technology in PE teaching. In Capel, S. Learning to teach Physical education in the secondary school: a companion to school experience. London: Routledge. pp. 209-217.
Ofsted. (2004a) Ofsted subject reports 2002/3: Physical education in secondary schools. London: Ofsted. Available at http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3544 (accessed 05/11/05).
Ofsted. (2004b) Ofsted subject reports 2002/3: ICT in secondary schools. London: Ofsted. Available at http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.displayfile&id=3540&type=doc (Accessed 05/11/05)
Ofsted. (2004c) ICT in Schools 2004: The impact of Government Initiatives: secondary physical education. London: Ofsted. Available at
http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.displayfile&id=3642&type=pdf
Simpson, M. and Payne, F. (1999) Using Information and Communications Technology as a Pedagogical Tool - Who Educates the Educators? Paper presented at the European Conference on Educational Research, Lahti, Finland 22-25 September 1999. Available online at: www.leeds.ac.uk/educol/documents/00001292.doc (accessed 15/11/05)
Stidder, G. (2004) The use of information and communication technology in PE. In Capel, S. Learning to teach Physical education in the secondary school: a companion to school experience. London: Routledge. pp. 219-238.
Stratton, G and Finch, A. (2001) Information and communication technology in Physical Education: an ITTE-school partnership perspective. The British Journal of Teaching Physical Education, Spring pp.24-26.
Teacher Training Agency (TTA). (2002a) Qualifying to teach: professional standards for qualified teacher status and requirements for initial teacher training. London: TTA
Teacher Training Agency (2002b) NQT survey 2002 available on line at: http://www.tda.gov.uk/partners/datasurveys/nqtsurvey/nqtsurvey2002.aspx accessed 15/11/05)
Teacher Training Agency (TTA). (1999a) The use of information Technology in subject teaching. Identification of training needs, Secondary Physical Education. London: TTA (17/3-99).
Teacher Training Agency (TTA). (1999b) The use of information Technology to meet teaching objectives in physical education. Initial teacher training. Secondary. London: TTA (50/5-99)
Tearle, P. and Katene, W. (2005) The role, current practice and potential for use of Information and Communications Technology in Physical Education in UK secondary schools: A pilot study, British Educational Research Association conference, University of Glamorgan, September 14th – 17th
Van Damme, G. (2001) ICT in Practice for Physical Education & Sports. Available on line at: http://www.sports-media.org/ (accessed 15/11/05)
Wood, J. ( 2005) Body and mind: A report on the use of ICT in PE. Coventry: BECTa. Available online at http://www.becta.org.uk/corporate/publications/documents/ict_in_pe.pdf (accessed 15/11/05).
Appendix 1
Further exemplification of Recommendation 2: Using ICT in the teaching and learning of PE.
a) Using video cameras and video analysis software for analysing, assessing and improving performance. Using live delay programmes provides immediate feedback to individuals and groups enabling them to identify areas for development and acquire and develop skill; using analysis packages to compare pupil performance with the model performance enables pupils to evaluate and improve performance; using producer packages to develop teaching cards and reciprocal coaching cards allows pupils to take on different responsibilities in class, develop skills and select appropriate skills to suit the situation. Pupils can also capture images of performance to use as display material that reinforce learning and celebrate success.
For more detail see http://www.education.ex.ac.uk/research/pe_ict_event/presentations.htm and select one of the presentations on this topic.
b) PowerPoint for presentation and demonstration of pupils’ ability to select and synthesise information to meet their needs and develop an ability to question its accuracy, bias and plausibility and to exchange and share information. For example, challenges can be set on a PowerPoint presentation from which pupils select an appropriate one for their ability/needs; diverse information can be provided from which pupils must select an appropriate solution to a problem set. PowerPoint can be used to conduct plenary sessions and also used a tool for assessing learning.
c) Using the Internet to find resources to support teaching. Use of websites can extend pupil learning and help with the setting of enrichment activities; pupils can use websites to find things out, develop ideas, exchange and share information, whilst reviewing, modifying and evaluating work as it progresses.
For more detail including a list of useful Websites, see http://www.education.ex.ac.uk/research/pe_ict_event/presentations.htm and select e-workshop 3a: e-learning resources for teaching and learning.
d) Heart rate monitors and other health related exercise equipment to develop pupils knowledge and understanding of what happens to their body during exercise, improve their ability to estimate the effects of exercise on their body and to develop appropriate training methods for different activities.
e) Use of interactive CD ROMS and DVDs that enable pupils to learn new skills or develop existing skills through visual and auditory demonstrations. Use of these media enable video/audio demonstrations of skills played in full or broken down into components; or they can provide interactive peer evaluation sheets which can be used on interactive white board to focus pupil attention on improving and evaluating their and others work; some CD ROMs provide game plans, which help pupils select and apply skills and tactical ideas using animated drill or game play plans; fitness and health CD ROMs that enable pupils to develop their knowledge and understanding of fitness and health by selecting generic or sport specific warm ups, understanding components of fitness and developing and understanding of the effects of exercise on the body.
