Flipping In Student-Centered Physical Education
Location: Room Tower View Lobby, Table 42
[Participate and share : Poster]
Wednesday, June 28, 11:00 am–1:00 pm
Location: Room Tower View Lobby, Table 42
Matthew Baylor Robert Nakama Richard Tran Mark Yap
What do you remember about your PE class? High school students at University Laboratory School use peer teaching and technology to ensure that they both understand and can perform athletic skills. Using tablets, Chromebooks, Google Drive, Sites, Forms, QR codes, and video, this PE class has full technology integration.
|Attendee devices:||Devices useful|
|Attendee device specification:||Tablet: Android, iOS, Windows
|Topic:||Best practices for using the ISTE Standards|
|Subject area:||Health and physical education|
|ISTE Standards:||Teachers : Design and develop digital age learning experiences and assessments
Teachers : Facilitate and inspire student learning and creativity
Students : Empowered learner
The purpose of this poster session is to provide educational technology professional, teachers, and administrators insight on fostering 21st century learning in physical education classes for middle and high school students. The objectives by visiting this poster is to briefly learning about the best practices of a physical education teacher, the edtech integration, how to create a student centered model of instruction, and the digital tools used for the course.
The tools used for the course include Android tablets, with the caveat that other tablets or mobile devices could be used. The tablets used by the PE program were purchased originally to look at how Google Play for Education and the Android OS could be incorporated into a mixed iPad/iOS/Chromebook environment. G Suite for Education is the backbone of the course, with additional apps from coacheseye.com, vidalyze.com, and the newest addition of monsuta.fitness, which utilized a Pokemon Go type of experience for students to seek out creatures at various geographic locations around the school campus. At each destination, the student is to perform a specific exercise that can only be unlocked at that geographic location.
A typical lesson plan would be to have students form their own groups in thinking about a PE activity they would like to do and to teach it. Students submit their detailed lesson plans to the teacher. Once their lesson is approved, they utilize G Suite sites to enter their information onto a shared calendar, to distribute documents, and to provide instructional videos for other students as a part of the flipped classroom model. As peer leaders, students lead their class in following up on what they know about the activity and provide further instruction. The class periods are short, at only 45 minutes, so using the flipped classroom model maximized time for PE activities.
Students typically use tablets to video record each other during the training part of the lesson. The video clips are analyzed by the student with visual annotations and a voiceover review the video in providing peer feedback. This could help with form, correcting a swing, or other important feedback. The completed videos are uploaded to G Suite drive.
At the end of the class students write reflective journals. Peer instructors also evaluate their co-instructors as well as classmates. Evaluations are done using G Suite forms. The teacher goes through each journal entry and assigns points for on-time completion.
The evidence of success of the flipped classroom, utilizing student-centered, student-led instruction shows its benefits from the active engagement that students have with each other. There are less disruptive moments in class when the students have respect for each other and know the expectations of the course in that everyone will have a chance at leading an activity.
•History of PE Over the years
•21st Century Flipped, Student centered, Student Led learning
•Tech tools and tips
•Sample forms used
Daniel Gould & Dana K. Voelker (2012) Enhancing Youth Leadership
Through Sport and Physical Education, Journal of Physical Education, Recreation & Dance, 83:8,
38-41, DOI: 10.1080/07303084.2012.10598828
Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom. CBE Life Sciences Education, 14(4), ar36. http://doi.org/10.1187/cbe.15-02-0040
Karen M. Lux (2010) How to Raise the Status of Physical Education at Your School, Journal of Physical Education, Recreation & Dance, 81:8, 40-56, DOI: 10.1080/07303084.2010.10598527
Marybell Avery (2012) Web-Based Assessment of Physical Education Standards, Journal of Physical Education, Recreation & Dance, 83:5, 27-34, DOI: 10.1080/07303084.2012.10598776
Matthew Cummiskey (2011) There’s an App for That Smartphone Use in Health and Physical Education, Journal of Physical Education, Recreation & Dance, 82:8, 24-30, DOI: 10.1080/07303084.2011.10598672
Randall Johnson (2004) Peer Assessments in Physical Education, Journal of
Physical Education, Recreation & Dance, 75:8, 33-40, DOI: 10.1080/07303084.2004.10607287
Senlin Chen , Ang Chen & Xihe Zhu (2012) Are K–12 Learners Motivated in Physical Education? A Meta-Analysis, Research Quarterly for Exercise and Sport, 83:1, 36-48, DOI: 10.1080/02701367.2012.10599823
Ward, P., & Lee, M. (2005). Peer-assisted learning in physical education: A review of theory and research. Journal of Teaching in Physical Education, 24(3), 205.
Technology-charged starts herelearning
June 25-28, 2017
© 2017 International Society for Technology in Education (ISTE), All Rights Reserved