Table Of ContentDIGITAL TECHNOLOGIES
AND LEARNING IN PHYSICAL
EDUCATION
There is evidence of considerable growth in the availability and use of digital technologies
in physical education (PE). Yet, we have scant knowledge about how technologies are being
used by teachers, and whether or how these technologies are optimising student learning.
This book makes a novel contribution by focusing on the ways in which teachers and teacher
educators are attempting to use digital technologies in PE.
The book has been created using the innovative ‘pedagogical cases’ framework. Each
case centres on a narrative, written by a PE practitioner, explaining how and why technology
is used in their practice to advance and accelerate learning. Each practitioner narrative is
then analysed by a team of experts from different disciplines. The aim is to offer a multi-
dimensional understanding of the possibilities and challenges of supporting young people’s
learning with digital technologies. Each case concludes with a practitioner reflection to
illustrate the links between theory, research and practice.
Digital Technologies and Learning in Physical Education encourages critical reflection on the
use of technologies in PE. It is an essential resource for students on physical education,
kinesiology or sport science courses, practitioners working in PE or youth sport, and
researchers interested in digital technologies and education.
Ashley Caseyis a Senior Lecturer in Pedagogy at Loughborough University, UK, and an
Adjunct Senior Lecturer at the University of Limerick, Ireland. His research explores
pedagogical models, teacher development through social media, and pedagogies of
technology. He can be found on Twitter as @DrAshCasey, where he writes about teaching
and research in physical education.
Victoria A. Goodyear is a Lecturer in Pedagogy in Sport, Physical Activity and Health
at the University of Birmingham, UK. Her research focuses on curriculum innovation, teacher
professional learning, and the pedagogical and professional uses of digital technologies and
social media. Victoria uses Twitter to tweet about practice and research and she can be
found at @VGoodyear.
Kathleen M. Armour is Professor of Education and Sport, former Head of the School
of Sport, Exercise and Rehabilitation Sciences at the University of Birmingham, UK, and
currently Pro Vice Chancellor (Education) at the same institution. Kathy was a panel member
in REF2014; is a Fellow of the Academy of Social Sciences and International Fellow of the
National Academy of Kinesiology, USA; and holds an honorary doctorate from the
University of Orebro, Sweden. Kathy mainly uses Twitter to retweet great comments made
by others, but, just occasionally, she also shares an original thought (@ArmourKathy).
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DIGITAL
TECHNOLOGIES
AND LEARNING
IN PHYSICAL
EDUCATION
Pedagogical cases
Edited by
Ashley Casey, Victoria A. Goodyear
and Kathleen M. Armour
First published 2017
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group,
an informa business
© 2017 Ashley Casey, Victoria A. Goodyear and Kathleen M. Armour
The right of Ashley Casey, Victoria A. Goodyear and Kathleen M.
Armour to be identified as the authors of the editorial material, and of the
authors for their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
Trademark notice:Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Names: Casey, Ashley, editor. | Goodyear, Victoria A., editor. |
Armour, Kathleen M., editor.
Title: Digital technologies and learning in physical education :
pedagogical cases / edited by Ashley Casey, Victoria A. Goodyear and
Kathleen M. Armour.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2016. |
Includes bibliographical references and index.
Identifiers: LCCN 2016023487| ISBN 9781138947283 (hardback) |
ISBN 9781138947290 (pbk.) | ISBN 9781315670164 (ebook)
Subjects: LCSH: Physical education and training—Computer-assisted
instruction—Case studies. | Physical education and training—Study and
teaching—Case studies. | Educational technology—Case studies.
Classification: LCC GV364 .D54 2016 | DDC 613.70285—dc23LC
record available at https://lccn.loc.gov/2016023487
ISBN: 978-1-138-94728-3 (hbk)
ISBN: 978-1-138-94729-0 (pbk)
ISBN: 978-1-315-67016-4 (ebk)
Typeset in Bembo and Stone Sans
by Florence Production Ltd, Stoodleigh, Devon
Ash: To Nana and Grandpa – Your guidance and support allowed
me to get where I am today, even if I didn’t fully appreciate that
at the time.
Vicky: To Paul, my Mum and Dad, and in loving memory of my
Grandmother Anne.
Kathy: To Charlie, Georgina and Jamie. Great ‘kids’.
From all of us: And to all the great colleagues who have worked
so hard to construct these cases.
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CONTENTS
List of figures ix
List of tables x
List of contributors xi
1 A pedagogical cases approach to understanding digital
technologies and learning in physical education 1
Kathleen M. Armour, Ashley Casey and Victoria A. Goodyear
2 Dylan: the use of mobile apps within a tactical inquiry
approach 13
Victoria A. Goodyear, Dylan Blain, Thomas Quarmby and
Nalda Wainwright
3 Jaime: “I couldn’t teach without technology”
A teacher and student learning journey 31
Melissa Parker, Jaime Morrison, Kevin Patton, Megan Babkes
Stellino, Carmel Hinchion and Kathy Hall
4 James: physical education teacher 49
Fiona C. Chambers, James Sherry, Orla Murphy,
Wesley O’Brien and Gavin Breslin
5 Béatrice: dance video games as a resource for teaching dance 69
Mikael Quennerstedt, Béatrice Gibbs, Jonas Almqvist,
Johnny Nilsson and Helle Winther
6 Antonio: “I really want them to be engaged and learn”
The use of social media in higher education 86
Antonio Calderón, Isabel López-Chicheri, Javier Fernández-Río
and Oleg A. Sinelnikov
viii Contents
7 Andy: blogging with students
Educational visions and digital realities 104
Tim Fletcher, Andy Vasily, Shawn M. Bullock, Clare Kosnik and
Déirdre Ní Chróinín
8 Joey: social media as a tool for professional development 121
Doug Gleddie, Joey Feith, P. David Howe, Håkan Larsson,
Lorraine Cale and Ashley Casey
9 Lynne: persuading teens to reduce health risk through
healthy messaging 137
Darla M. Castelli, Lynne J. Bryant, Elizabeth M. Glowacki,
Matthew S. McGlone and Jeanne Barcelona
10 Rick: “Energize and educate at every age”
Technology integration over a teaching career 154
Emily Jones, Rick Schupbach, Stephen Harvey, Sean Bulger
and Dana Voelker
11 Jarrod: the promise and messy realities of digital technology
in physical education 173
Eimear Enright, Jarrod Robinson, Anna Hogan, Michalis
Stylianou, Joe Hay, Finn Smith and Alice Ball
12 Tom: using digital technology in physical education to
transform pedagogy 191
Helena Baert, Tom Winiecki, Matthew Madden, Rebecca Bryan
and Catherine MacDonald
13 Gareth: the beauty of the iPad for revolutionising learning
in physical education 213
Kathleen M. Armour, Gareth Evans, Matt Bridge, Mark Griffiths
and Sam Lucas
14 Jacob and Martin: developing digital technology competence
in physical education teacher education 231
Dean Barker, Jacob Nielsen, Martin Wahlström, Natalie
Barker-Ruchti, Urban Carlén and Ninitha Maivorsdotter
15 Articulating “pedagogies of technology” through thirteen
“pedagogical cases” 247
Ashley Casey, Victoria A. Goodyear and Kathleen M. Armour
Index 258
FIGURES
4.1 The TPACK framework 60
5.1 Students watching and responding to the dance video game 70
5.2 The recorded heart rate of a typical student during a dance class
organised in an intermittent way 78
12.1 Heart rate poster 193
12.2 Grade 2 student using a heart rate baton 194
12.3 Grade 2 student interpreting results from heart rate baton with me 194
12.4 Grade 4 student measuring heart rate with a strapless monitor,
inputting the results into Excel and interpreting the results using
graphs 196
12.5 The TPACK framework 207
