Exertion Interfaces

PE Teacher: Keren T. (PE Advisor for County of Norfolk)
Working with schools 4-19; teacher training with Penny L.
Active Norfolk
• Paul E.: ex-Olympic runner
Intranet: internal, within school, contact heads of PEs in school; data protection acts.
1. What think of it
a. (Time zone problem: you build on another person’s physical skill with a time delay; reflection; collaboration;
i. a competition team/organising team with all school; school sport partnerships; festivals; because of rural not many children in school; enable schools who don’t have support would mean that A at A location still able to compete with B at B location
ii. Roger S. - leave for 2 weeks
iii. Virtual competitions
2. How she sees learning being facilitated
a. What about learning: sit up example; trying to mimic the exercise; member of staff would be learning what happening on computer screen but also student and then to talk to masses of school to teach about movement that just learned
b. Teachers are least happy to deliver PE because its such specialist activity – but with our idea teachers could become more confident about lessons and deliver better quality lessons
c. (stress between activity and learning): a new national curriculum was introduced to year 7/8 at 2008 – only being implemented this year and its assessment
i. 7 levels of attainment and by 14 have reached level 5 (goes up to level 8)
1. LEVEL 5: select and combine skills technical idea; apply appropriately showing precision; can play, understand, tactics, referee, quote a few roles – the elite performance. There are different levels for i.e. average school player versus elite player
ii. PE teachers not happy with levelling children because suppose to be giving level to overall performance in school, not just PE; new curriculum had to teach 5 out of 6 “Range and Content”: given list of types of accurate replication; exploring ideas; effective --- schools will try and deliver this using equipment available through particular activity
iii. New Curriculum: Rounder’s and softball used to be given these but now have more flexibility based on what equipment they have, or geography or time of year etc.
iv. Assessment done by teacher and pupils; assess by team processes: self and peer assessment (i.e. kids give warm up and cool down and then assessed)
v. What know and understand as well as what can do; and what can teach
d. Assessment versus teaching: give the children the opportunity to show their knowledge and understanding – “step into sport”: children are taught the basics (what they don’t need are the rules) what they need is to know how to turn it into a much more exciting activity; so children can set up their own game (i.e. run, played, scored, and evaluated by pupils).
e. The teachers have to do some teaching to start with; but then less as the lessons go on – so on-going process during the activity; so process of learning; lot of guided discovery: when children are given a goal and then work out how to get to that solution; then take that skill in and add to something else – their understanding of the game is much better than just learning rote learning
f. http://www.qcda.gov.uk/13575.aspx: program of study for key stage 3
3. How she would improve it
→ Our idea could be used across days in same school and/or across cities
→ Making and applying decisions: refining and adapt ideas and plans based on changing environment → same as any Science class
Sometimes: For safety’s sake need to be taught do what I say when I say; health and safety if vital (e.g. javelin); so different flexibility in sport depending on type of sport

Labels: london knowledge lab