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Strategies: A Journal for Physical and Sport Educators

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http://www.tandfonline.com/loi/ustr20

Teaching with Technology in Physical Education

a

Andrew D. Eberline & K. Andrew R. Richards

Purdue University , West Lafayette , IN

Published online: 08 Nov 2013.

To cite this article: Andrew D. Eberline & K. Andrew R. Richards (2013) Teaching with Technology in Physical Education, Strategies: A
Journal for Physical and Sport Educators, 26:6, 38-39, DOI: 10.1080/08924562.2013.839522
To link to this article: http://dx.doi.org/10.1080/08924562.2013.839522

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ADVOCACY IN ACTION

Teaching with

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Technology
in

Physical Education

By Andrew D. Eberline
and K. Andrew R. Richards

38

Strategies

hysical education is at a crossroads in the 21st

century. With government mandates related to
the No Child Left Behind Act (U.S. Department of Education, 2001) emphasizing core subjects,
such as math and literacy, non-core subjects have been
deemphasized. The most recent Shape of the Nation
Report (National Association for Sport and Physical Education & American Heart Association, 2012)
showed that 28 states allow physical education waivers
and only 6 require physical education in every grade.
Despite continued reductions, evidence indicates that
physical activity provides a wealth of benefits to children, including the development of healthy life habits,
improved concentration, healthier bone development,
improved classroom behavior, increased graduation
rates, and higher educational aspirations (Bailey et al.,
2009). Further, more time in physical education does
not have a negative effect on learning in other subjects and reduces the likelihood for childhood obesity
(Cawley, Frisvoldc, & Meyerhoeferd, 2013). Although
findings such as these are encouraging, physical education teachers must be able to demonstrate program
outcomes in a meaningful way. Advances in educational technology provide several viable approaches to
collecting and communicating this evidence.

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Supporting Physical Education through

Technology

Physical education teachers have traditionally relied on observations as a primary method of assessment in determining student activity levels. However, recent advances in physical activity
technology provide more valid and reliable measurements that can
help document student performance. Armed with data gathered
through technology, physical education teachers become better
equipped when trying to convince various stakeholders including students, parents, colleagues, and administators of the merits
of a quality physical education program. For example, heart-rate
monitors serve as one tool to objectively assess student effort.
Companies such as Polar Electro (http://www.polar.com/us-en/
b2b_products/physical_education) and Interactive Health Technologies (http://ihtusa.com) provide services that collect and track
physical effort for physical education assessment. Heart-rate technology can be used to help students set fitness goals and show how
to create personalized fitness plans that optimize activity time.
Mobile devices, such as iPads, provide another vehicle to
implement technology in physical education. Many applications
deliver content and assist with teaching. For example, classroom
management, lesson plans, student data, and other types of information can be managed with an iPad. Another impressive use of
iPads is the capture and replay of video clips. Teachers can videotape student performances and then replay the video to show students the skills elements they are performing correctly and those
elements that require improvement. Videos can also be used to
highlight students who are successful at a particular task, which
can positively reinforce student behavior. The next section highlights how two physical education teachers have made technology
a cornerstone of their programs.

Profiles: Physical Educators Who Apply

Technology in Their Programs

Mr. Rick Schupbach is an elementary physical educator at the

PE4Life Academy in Grundy Center, IA, who infuses technology into the classroom. Throughout his career, Schupbach utilized
a variety of heart-rate monitors and activity watches to objectively
assess students. He also implemented the use of a pocket PC to
assess students on all fitness tests and skill rubrics, which allows
for the seamless generation of student activity reports. Additionally, Mr. Schupbach utilizes a projector to display key concepts,
skill cues, and videos to model the lessons. One example is the use
of an instant activity, which uses a timed PowerPoint presentation
that is coordinated with music. Groups of students participate in
the posted activity for 50 seconds and then have 10 seconds to
transition to the next activity as the slide changes.
Another great example of a physical educator using technology in the classroom is Mr. Brian Carr, who teaches at Burris
Laboratory School in Muncie, IN. After learning about different methods for integrating technology throughout his career,
Mr. Carr sought out and received funding from a local grant to
purchase heart-rate monitors for his program. Every student at
Burris has access to an iPad, so Mr. Carr has also integrated iPads
into his curriculum. Students use iPads to record and receive immediate feedback on their skill development and to document
their learning. Students also use their iPads to create videos that

highlight activities and information learned in physical education.

These videos are natural ways to create positive exposure for a
program. Mr. Carrs gymnasium also features a projection system,
which adds a visual element to his verbal instruction.

Concluding Thoughts

Technology has the potential to facilitate more effective instruction in physical education and to provide physical educators
with key pieces of information that can be used in advocacy efforts. Educators can efficiently summarize student performance
records through tables and graphs to help key stakeholders understand the impact of a quality physical education program.
Student performance videos can be shown during school board
meetings, parent/teacher conferences, and assemblies to demonstrate the variety of activities offered through physical education.
Teachers can also conduct video interviews to document students
impressions of physical education and learning.
Despite the potential impact of technology, school funding
is often limited and because of the expense some physical education teachers may perceive that they are unable to integrate technology as outlined in this article. Teachers must pursue
creative ways to fund programming needs beyond their typical
school allocations. Technology funds are often available within
school district budgets. If physical education teachers can properly demonstrate a need for the requested equipment, this type
of funding may be used to assist in technology purchases. Parent
organizations are another potential opportunity. Again, these organizations often require the applicant to provide a rationale for
use of the funds. Grants through local and state associations (such
as state Associations for Health, Physical Education, Recreation
and Dance) and national grants (such as the Carole M. White
Physical Education Program Grant) are available and can provide
supplemental funding. Finally, teachers who are near a college or
university can create partnerships that support technology integration and help bridge the gap between schools and institutions
of higher education. In sum, funding opportunities are available,
but teachers need to seek them out and be willing to apply for
them. When funding can be procured, technology can substantially impact instructional practice and provide teachers with key
resources to aid in the advocacy process.

References

Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., et al.
(2009). The educational benefits claimed for PE and school sport: An
academic review. Research Papers in Education, 24, 127.
Cawley, J., Frisvoldc, D., & Meyerhoeferd, C. (2013). The impact of PE
on obesity among elementary school children. Journal of Health Economics, 32, 743755.
National Association for Sport and Physical Education & American
Heart Association. (2012). 2012 Shape of the Nation Report: Status
of physical education in the USA. Reston, VA: American Alliance for
Health, Physical Education, Recreation, and Dance.
U.S. Department of Education. (2002). No Child Left Behind Act of 2001.
S
Washington, DC: Author.
Andrew D. Eberline (aeberlin@purdue.edu) is the president of the Healthand
Kinesiology Graduate Student Organization at Purdue University in West
Lafayette, IN; and K. Andrew R. Richards is a graduate student in the Center
for Instructional Excellence at Purdue University in West Lafayette, IN.
Volume 26 November/December 39