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Learning Domains for cooperative learning

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Using ICT to improve children's planning, performing and evaluating skills in gymnastics, in a year 2 class, to enhance their technique

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Using ICT to improve children's planning, performing and evaluating skills in gymnastics, in a year 2 class, to enhance their technique

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The purpose of the research study was to find out if the use of Information Communication Technology (ICT) could improve the planning, performing and evaluating process within a sequence of six gymnastics lessons, and whether this would then improve the children's technique. The research consisted of a questionnaire given to the 30 children in the class at the end of the six consecutive lessons, an interview with the class teacher prior to the implementation of ICT and again afterwards, and observations. The findings showed that ICT improved the plan, perform and evaluate stages, within gymnastics, and consequently, the children's technique improved.

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Using ICT to improve children's planning, performing and evaluating skills in gymnastics, in a year 2 class, to enhance their technique

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The purpose of the research study was to find out if the use of Information Communication Technology (ICT) could improve the planning, performing and evaluating process within a sequence of six gymnastics lessons, and whether this would then improve the children's technique.

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Students will record performances on their iPads. Photos and videos will allow students to critically reflect on their performance and progress.
Videos of performances can help students understand what is required of them to meet expectations/ above expectations

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Students will come up with routines that follow a logical order from one move to another, connected with fluid transitions.

Students must use problem solving skills in choreographing routine in order to overcome challenges, achieve success and work on cooperating with one another.

Students will be become spatially aware of the dimensions of a gymnastics mats.. They will fit gymnastics mats together to make shapes (Square, rectangles & Cross).

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- working in small groups

- working together to improve learning and that of other members of their groups (Johnson, Johnson; Holubec, 1999).

Implies essential characteristics during group work:

- positive interdependence of goals

- face-to-face interaction,

- individual accountability

- improving interpersonal and small group working skills,

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Literacy skills will be targeted when specific key terms associated with Gymnastics are used. Learners will understand words such as poise, base, flight and transfer of weight. Students will use these terms when reflecting on their performance. Also, during the brainstorming routines students will be thinking about and discussing their ideas with their group. When answering the questions students will be involved in discussion and by using the new terminology they will be able to remember it and understand it better (NCAA, 2015). Teaching aids such as learning wall will similarly help the students to improve both visual and reading literacy.

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Knowledge
They will have to use previously obtained knowledge and put it into practice. The majority of the students participate in extracurricular activities both with the school and outside of school. This would mean that they would have previously obtained knowledge of working as part of a team and also how to manage themselves and stay well while staying active.

Skills
From primary school, they should have a basic idea of how their body works and should be competent in fundamentally moving using basic skills. The students who engage in Gymnastics outside of School will have a very good attitude and skill set. From primary school, students have taken part in forward rolls and transfer of weight but have not gone into depth with these skills. Students have basic fundamental movement skills developed.  These will be paramount throughout the scheme, based upon agility, balance, co ordination and the quality of movement.

Attitude
The attitudes of the students should be positive towards PE. Many of the girls in the class are involved in gymnastics outside of school so should be there as a helping hand for me throughout the 5 weeks. Students are very enthusiastic about starting a new module in PE so this will make for very good teaching.

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Gymnastics offers students an opportunity for growth and exploration, focusing on both mind and body. Gymnastics is a specialized sport which allows students to enhance their balance and coordination and requires core stability. Gymnastics is fit for the individual. This will allow students to become aware of their varying ability levels which will encourage both self and peer assessments i.e. group work. Student confidence levels will improve as they will perform various tasks and routines in front of their peers, both individually and as a part of a group.

Cooperative Learning is used throughout this scheme and this strand of PE as it is a perfect opportunity to get students comfortable working in groups. Cooperative learning in its essence is learners working "together to accomplish shared goals. Students are given two responsibilities: to maximize their own learning and to maximize the learning of all other group member” (Johnson and Johnson, 1999). There is a huge amount of trust in the later lessons as they students begin their acro-balancing. Creating sequences and performances in small groups will enhance their interpersonal skills as well as their decision making skills. The girls will have to negotiate and compromise as they tease through their performance. Students will learn from one another and improve their technical ability through critique and practice.

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The teacher will act as facilitator (Dyson & Casey, 2012), and help create an atmosphere to promote the 5 main elements of cooperative learning, PIGS Face. (See Fig 1. Below). The affective, cognitive and psychomotor learning domains will be the core focus for structuring subject material. A emphasis on encouragement and group work will be placed in order to improve students inter personal skills and confidence. The lessons will be structured to meet the needs of the individual. The varying abilities of each student should be taken into account throughout.

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PE Hall

Mats

Bibs

Cones

Digital Aids

Lesson Plan

CD player

Whistle

Stopwatch

Roll Book
Learning Walls

In teaching gymnastics there will be a huge amount of visuals used throughout video clips and demonstrations from the students who do gymnastics outside of school.

Peer Assessment

Self Assessment

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Gymnastics is an aesthetic sport. Quality of Movement will be based on how well students can perform FMS.

Students have basic fundamental movement skills developed through previous schemes.  These will be paramount throughout Gymnastics.
Important FMS needed are agility, balance, co ordination and body tension and poise.

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Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73.

Figure 1: Sourced https://imgur.com/gallery/ompJm