Professional Documents
Culture Documents
Ipadssepep
Ipadssepep
Ipadssepep
To cite this article: Oleg A. Sinelnikov (2012) Using the iPad in a Sport Education Season, Journal of Physical Education,
Recreation & Dance, 83:1, 39-45, DOI: 10.1080/07303084.2012.10598710
Taylor & Francis makes every effort to ensure the accuracy of all the information (the Content) contained
in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no
representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of
the Content. Any opinions and views expressed in this publication are the opinions and views of the authors,
and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied
upon and should be independently verified with primary sources of information. Taylor and Francis shall
not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other
liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or
arising out of the use of the Content.
This article may be used for research, teaching, and private study purposes. Any substantial or systematic
reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any
form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://
www.tandfonline.com/page/terms-and-conditions
Using the iPad in a Sport
Education Season
Oleg A. Sinelnikov
T
Downloaded by [University of Notre Dame Australia] at 00:54 16 September 2013
Initial Considerations
One of the teachers technology goals for the season was
Warm-up leaders watch the daily video task card on the iPad
before the beginning of class. for students to become knowledgeable and active users
of contemporary technology in a way that contributes to
apps available through the App Store. The built-in lithium achieving SE objectives (Siedentop et al., 2011), which are
battery lasts up to 10 hours, which is enough to get through also in line with the national standards (NASPE, 2004). In
the teaching day without needing to recharge. other words, it was considered more valuable to achieve
The purpose of this article is to describe the possible uses student learning objectivessuch as knowledge of rules,
of the iPad in physical education classes. Specifically, this competency in skills, understanding of game strategy, and
article highlights how some middle-school students used proper officiatingthrough the use of the iPad than for the
the iPad in their sport education season. students to simply become proficient users of the device.
However, in the process of completing team and duty roles
Sport Education in the season and achieving learning objectives, the students
Sport education (SE) is a pedagagical model that was designed did become comfortable and skilled in operating the iPad
to promote a positive sporting experience for all students by and using it for their specific purposes.
simulating the key features of authentic sport (Siedentop, The specific purpose of the iPad depended on the role that
Hastie, & van der Mars, 2011). The goal of SE is to develop a particular student had on the team. During the planning of
competent, literate, enthusiastic sportspersons. It has been the SE unit, team duties were designed to give each student
described as a student-centered model that heavily promotes multiple opportunities to interface with the iPad during the
students taking responsibility for their own learning, as season. Since the iPad is a fairly expensive device (see table 1
they stay in persisting groups (teams) for the duration of for equipment and cost), only one was available in the school
the unit, which is typically longer than other physical edu- for the season. In order to use the iPad to the fullest extent
cation units. The six key features of the model are seasons, of its capabilities, it is advisable to make sure that the school
affiliation, formal competition, record keeping, culminating has WiFi available and that it is accessible in the gymnasium.
event, and festivity. Students not only take on playing roles In addition, since many students will be handling the device,
but have specific responsibilities toward their team (such as it is a good idea to purchase a rugged case. It is also advisable
coach, equipment manager, warm-up leader, statistician) to purchase all the necessary hardware and software early
and participate in officiating (or scorekeeping) duties as well enough to become familiar with their functions, capabili-
(Siedentop et al., 2011). This SE framework of teams and ties, and shortcomings before teaching with the device. And
team roles provided a fitting structure for incorporating the again, it also helps to think of the technology as a means to
iPad into the lessons in a volleyball season. an end, and not as the end result.
Software
iMovie Edit instructional videos Included with Mac
Apps
Downloaded by [University of Notre Dame Australia] at 00:54 16 September 2013
YouTube Search for and view instructional videos Included with iPad
Create spreadsheets and graphs for record keeping
Numbers 9.99
(individual and team statistics)
Keynote Design presentations for culminating event 9.99
*Pre-requisites: iPad 2 or iOS 4.2 version for iPad and compatible printer (see Apple.com for more details)
iPad Use for Team Roles footage of tasks that students had previously performed in
The team roles for the volleyball SE unit were warm-up class during teacher-led skill development. The next day the
leader, coach, statistician, manager, equity sports board rep- video task card showed a snippet of elite athletes warming
resentative, and awards committee member. Students had up before an international volleyball match. Of course, the
the opportunity to use the iPad before, during, and after the tasks shown on video were appropriate for the skill and
physical education class in order to accomplish their specific developmental level of middle school students. The critical
responsibilities within the structure of SE. However, the ma- part in creating videos was to focus students attention on
jority of tasks were accomplished during class time. A brief the key characteristics of the task and its performance. It is
description of roles and responsibilities, as well as specific also a good idea for the teacher to be direct and to use cues
duties requiring interactions with the iPad, appears in table (Rink, 2010) in the video introduction or voice-over footage,
2. The following discussion elaborates on the specifics of so that students can repeat the directions and cues when
how the iPad was integrated into the SE season. describing the task to their teammates.
Warm-up Leader. The main responsibility of the warm-up The teacher previously recorded these video task cards
leader was to conduct daily warm-up activities in team- using a video camera and then transferred the video files to
designated areas. Instead of posting the instant activity on a the computer. The iPad 2 has built-in camera that allows for
board or distributing index cards specifying warm-up tasks, a simpler process of recording video straight to the device.
the teacher created a library of video task cards on the iPad. Then the movie clips were edited using iMovie software and
Before the beginning of each lesson, the warm-up leaders transferred to the iPad via iTunes (see table 1). Alternatively,
would retrieve the iPad from its specified central location short videos can be uploaded to YouTube, and students can
and view the video task card for the day. access them in class via the Internet. However, it is a good
Each video task card included a brief description of the idea to check the local school and district policies about ac-
activity, rules and boundaries, and focus (including cues), cessing sites like YouTube.
as well as a short video of students or athletes performing The easiest way to minimize the time that students spend
the activity. The short activity videos were compiled from searching for videos in the YouTube app is for the teacher to
clips available on the Internet and from previously recorded add the videos for the day to the Favorites list (see figure 2
video footage of classes in school (see figure 1 for a sample for a sample screenshot). This allows students to access the
screen shot). For example, one day the warm-up included warm-up video task cards in three easy steps, each of which
Manager Assist teammates Use the iReferee app. Monitor the accu-
in learning of- Locate relevant sport and officiat- racy of signals.
ficiating signals. ing signals within the app. Clarify game situa-
View the officiating signals. tions for signals used.
Bring the iPad to the team if fur- Provide accountabil-
ther clarifications are necessary. ity checks of student
learning.
Sports board Provide ex- Use the YouTube app. Assist with deter-
representative amples of fair Search for relevant videos. mining key words
play and game for searching.
Connect the iPad to projector.
rituals. Prepare other ma-
Show videos to the class.
terials (projector,
screen).
Awards Create a presen- Use the Keynote app. Teach how to use
committee tation for the Transfer the photos to the iPad the apps.
member culminating from a digital camera. Assist with connec-
event. tions.
Connect the iPad to a projector.
Show the presentation to the Prepare other ma-
class. terials (projector,
screen).
takes less than a second. Specifically, the warm-up leaders of the skill-practice tasks, key points of techniques (e.g.,
touch the YouTube app icon to start, then touch the Favorites overhead pass, forearm pass, spike), or tactics (e.g., position-
icon at the bottom of the app, which brings up the list of ing of the setter, plays, and play signals). These videos were
favorite videos, and then they touch the video icon to play short and were either prepared by the teacher, just like the
the clip. After viewing the video, warm-up leaders go to their videos for the warm-up leaders, or selected through a search
teams designated area to begin the warm-up. via the YouTube app.
Coach. In addition to the typical student-coach respon- Typically, the student coaches accessed the relevant videos
sibilities in SEsuch as providing general team leadership on the iPad at the end of the warm-up and again as needed
and helping make decisions about lineups for small-sided at different times during the skill practice. To minimize man-
gamesthe preparation for directing practice of skills and agement time, the teacher grouped the videos for coaches by
tactics required the use of the iPad. Specifically, student skill (e.g., overhead pass, forearm pass, spike, serve) or strategy
coaches used the iPad to search for and watch the videos (e.g., defensive or offensive play). Each category had several
General Comments
It is important to note that most of the students interac-
tions with the iPad were individual or within a small group.
The use of the iPad was not the focal point of instruction,
but rather it was used as an aid in learning. Students were
Downloaded by [University of Notre Dame Australia] at 00:54 16 September 2013
excited to use the iPad, just as they were to play the game.
The use of the iPad also added a degree of seriousness and
professionalism to the entire season. The teacher established
a central and visible location where the iPad was kept during
Equity Sports Board Representative. Each team had an equity class time. This allowed students to determine when the iPad
sports board representative who was the teams voice on a was available for them to use. The action in the gym did not
sports board. The functions of the sports board included stop when a student or a group used the device (for example,
making decisions about rule modifications (e.g., size of the when managers were watching the officiating signals), be-
court, serve/no serve), fair play (i.e., criteria for fair play cause other students were engaged in their own learning tasks
and specific examples), and disputes. Equity sports board (e.g., coaches led the team in practice or awards committee
representatives used the iPad to research and show the class members held a planning meeting). This was analogous to
examples of sporting behaviors. A number of videos that having different stations in the gym, one of which happened
students found and shared with the class dealt with offi- to incorporate the use of the iPad.
ciating (e.g., improper calls) and examples of good or bad The salient structure of SEallowing students to share the
sportsmanship (e.g., shaking hands under the net after the authority with the teacher by assuming leadership positions
match or inappropriate celebrations). in the season (Siedentop, et al., 2011)works well with try-
Some of the examples shown came from sports other ing out new technologies in the gym. The gradual shift of
than volleyball, which was acceptable because it spawned power and responsibilities from the teacher to the students
discussions among students about fair play. One of the videos (Metzler, 2005) enables students to become active partici-
featured a soccer game in which one team scored an inad- pants in the use of technology rather than passive recipients
vertent goal on the opponent when trying to give the ball of the teachers technological exploits. Furthermore, since
back after a foul. While the goal counted (which it should teachers report having more time for individual instruction
have), immediately after the restart the entire team stood during SE (Grant, 1992; Sinelnikov, 2009), this additional
motionlessly to allow the opposition to equal the score. This time could be spent assisting students with learning and
public sharing of good and bad sporting practices before the using technological aids, such as the iPad.
beginning of competition contributed to a more positive There is evidence that the features of affiliation, authentic
atmosphere during the SE season. competition, and perceived learning that students find so at-
Awards Committee Member. The awards committee mem- tractive last well beyond the initial exposure to SE (Sinelnikov
bers were in charge of planning and administrating the & Hastie, 2010), so it is reasonable to assume that students
culminating event. To this end, awards committee members will remember their use of emerging technologies such as the
used the Keynote app on the iPad to create a presentation. iPad in physical education. The structure of SE, with multiple
The application is fairly intuitive and easy to use with just student-centered learning tasks, provides a natural and easy
taps. There are a number of predesigned themes and tem- transition for embedding technology in the gym. The use of
plates that can be used for professional-quality presentations. the iPad, instructional videos, and apps seemed to increase
The final presentation that awards committee members the quality of peer instruction, specifically for coaches and
designed included digital photos of the season, final team warm-up leaders, which has been a concern for some teachers
and individual statistics (as created by statisticians), and in previous SE seasons (Alexander & Luckman, 2001). In ad-
graphs. The teacher provided a digital camera that students dition, the use of the iPad further facilitated student interest
used throughout the season to take photos. To transfer the and engagement in their team tasks and contributed to the
photos to the iPad, students used a Camera Connection Kit, success of the season.
Beaudet, B., Acquaviva, J., & Grube, D. (2004). Take sport education a
step further: Add fitness. Journal of Physical Education, Recreation & Technology in Education.
Dance, 75(9), 39-43. NETS Project, & Brooks-Young, S. (2007). National educational technology
Cuddihy, T. F., Pangrazi, R. P., & Tomson, L. M. (2005). Pedometers: standards for students (2nd ed.). Eugene, OR: International Society
Answers to FAQs from teachers. Journal of Physical Education, Recre- for Technology in Education.
ation & Dance, 76(2), 36-40, 55. Pike, S. (2000). Hip-hop sport education. Teaching Elementary Physical
Erwin, H., & Valley, J. (2005). Creating a web site for advocacy. Teaching Education, 11(5), 19-21.
Elementary Physical Education, 16(5), 26-30. Richardson, M., & Oslin, J. L. (2003). Creating an authentic dance class
Fiorentino, L. H., & Gibbone, A. (2005). Using the virtual gym for practice using sport education. Journal of Physical Education, Recreation &
and drills. Teaching Elementary Physical Education, 16(5), 14-16. Dance, 74(7), 49-55.
Grant, B. C. (1992). Integrating sport into the physical education cur- Rink, J. (2010). Teaching physical education for learning (6th ed.). Boston:
riculum in New Zealand secondary schools. Quest, 44, 304-316. McGraw-Hill.
Hamlin, B. (2005). Motor compentency and video analysis. Teaching Schifferle, K. (2010). Wii Sports Resort: Fencing it isnt, fun it is.
Elementary Physical Education, 16(5), 8-13. American Fencing, 60(1), 37.
Hastie, P. A., Casey, A., & Tarter, A.-M. (2010). A case study of wikis and Siedentop, D., Hastie, P. A., & van der Mars, H. (2011). Complete guide
student-designed games in physical education. Technology, Pedagogy to sport education (2nd ed.). Champaign, IL: Human Kinetics.
and Education, 19(1), 79-91. Sinelnikov, O. A. (2009). Sport education for teachers: Professional
Hastie, P. A., & Sinelnikov, O. A. (2007). The use of web-based portfo- development when introducing a novel curriculum model. European
lios in college physical education activity courses. Physical Educator, Physical Education Review, 15(1), 91-114.
64(1), 21-28. Sinelnikov, O. A., & Hastie, P. A. (2010). Students autobiographical
Hastie, P. A., Sinelnikov, O. A., & Guarino, A. J. (2009). The development memory of participation in multiple sport education seasons. Journal
of skill and tactical competencies during a season of badminton. of Teaching in Physical Education, 29(2), 167-183.
European Journal of Sport Science, 9(3), 133-140. Sinelnikov, O. A., Hastie, P. A., Cole, A., & Schneulle, D. (2005). Bicycle
Hayes, E., & Silberman, L. (2007). Incorporating video games into safety: Sport education style. Journal of Physical Education Recreation
physical education. Journal of Physical Education, Recreation & Dance, & Dance, 76(2), 24.
78(3), 18-24. Sluder, J. B., Buchanan, A. M., & Sinelnikov, O. A. (2009). Using sport
McCaughtry, N., Oliver, K. L., Dillon, S. R., & Martin, J. J. (2008). Teach- education to teach an autonomy-supportive fitness curriculum.
ers perspectives on the use of pedometers as instructional technol- Journal of Physical Education, Recreation & Dance, 80(5), 20-28.
ogy in physical education: A cautionary tale. Journal of Teaching in Trout, J., & Christie, B. (2007). Interactive video games in physical
Physical Education, 27(1), 83-99. education. Journal of Physical Education, Recreation & Dance, 78(5),
Mears, D. (2009). Podcasts and wikis: Delivering content information 29-34, 45.
to students using technology. Strategies, 23(1), 29-34. Trout, J., & Zamora, K. (2005). Using Dance Dance Revolution in physical
Metzler, M. W. (2005). Instructional models for physical education (2nd education. Teaching Elementary Physical Education, 16(5), 22-25.
ed.). Scottsdale, AZ: Holcomb Hathaway. Wallhead, T. L., & Ntoumanis, N. (2004). Effects of a sport education
Mohnsen, B. (2005). Notebooks, handhelds, and software in physical intervention on students motivational responses in physical educa-
education (Grades 5-8). Teaching Elementary Physical Education, tion. Journal of Teaching in Physical Education, 23, 4-18.
16(5), 18-21.
Morgan, C. F., Jr., Pangrazi, R. P., & Beighle, A. (2003). Using pedometers
to promote physical activity in physical education. Journal of Physical Oleg A. Sinelnikov (osinelnikov@bamaed.ua.edu) is an assistant
Education, Recreation & Dance, 74(7), 33-38. professor in the Department of Kinesiology at the University of
Mowling, C. M., Brock, S. J., & Hastie, P. A. (2006). Fourth grade students Alabama, in Tuscaloosa, AL 35487.