Case Study - Invasion Games KS
Case Study - Invasion Games
Date: / 17/3/2004Specific aims/objectives of the Case Study
Evaluate the effectiveness of the Kandle Visual analysis software to aid the teaching and learning of invasion games at KS3. I particularly wanted to establish whether use of the software could be of benefit to both the learning of tactics as well as skills. I was also looking to see whether use of the software improved pupils analysis skills.
Scope of the Case Study
The Study was run using students at KS3, in all 3 years. The study ran over a period of 7 weeks. The invasion games being taught were Basketball and Rugby.
Case Study Outline
The software was predominantly used as a starter activity to either provide exemplar footage of the skill/tactic to be learned, or to provide opportunities to analyse work covered in a previous lesson, both skills and tactics. Exemplar footage was obtained by previously videoing most able students or by gaining footage from television.
How did the Case Study improve teaching and learning in PE
The clearest indication was of improved pupil motivation. Further, a wider range of pupils were engaged by the use of a varied teaching approach. The software enabled students who were weaker at performing to clearly achieve in the lesson through gaining understanding of correct technique and of tactical understanding – “I know what to do even if I can’t necessarily do it yet”. This was a feature particularly noted by Ofsted in their recent inspection, where informal feedback stated that usage of ICT within PE lessons was outstanding. It has also been commented upon by members of Senior Management when carrying out lesson observations.
Lessons Learned from the Case Study
At KS3 it proved very difficult to record directly onto the computer. Instead it was far more desirable to initially video tape the lesson and then go through the footage selecting appropriate clips at a later date. This did require teacher input in the evenings, but if only selective elements of the lesson were filmed need not be too time consuming. Obtaining exemplar video footage from television was more time consuming, but once a library has been built up this is then a continually usable resource. Showing the footage using a lap top screen to a whole class was obviously less than ideal, and using the S-VHS output to connect to a television was a better alternative in the absence of a projector
Next Steps
It is important to develop the video library of exemplar footage, both more able students and from television. The department has purchased a second copy of the software using e-learning credits. Use of ICT has been incorporated into the PE department development plan, and has been included within staff performance management documentation. Students who are unable to actively participate in a lesson due to illness or injury now routinely collect the department video camera and video the lesson.
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