technology at the forefront of future sport engagement strategies

Technology at the

Forefront of Future Sport

Engagement Strategies

Dr Ashley Casey

Loughborough University

…ideas about the Class of 2035 report to help

stimulate round table discussions

about future direction in PE research and

practice.

““”

a computer in a classroom is now just as much a ‘part of the furniture’ as domestic appliances in a kitchen, or traffic lights, ATMs and security cameras on a high street.

Selwyn (2011)

““”

Selwyn (2011)

we are faced with a prevailing sense that the use of technology in education is something that does not merit particular critical scrutiny or thought.

““”

“technology is well available, but the pedagogically innovative or effective use of ICT is still very rare”

Fullan (2013, p. 38)

““”

Selwyn (2011, p. 1)

“Educational technology is a topic that is often talked about, but less often thought about.”

Technology at the



““”

Robinson (2011)

“New technologies are transforming how we think, work, play and relate to each other”

““”

[in] virtually every sector in society that you can think of except education.

Fullan (2013)

Class of

2035

Class of

2035

Youth Sport Trust and Future Learn (2015)

Demographic Changes

Urbanisation

Inequality

Individual and public health

Digital revolution

YST (2015) cited in Quarmby (This Morning)

Demographic Changes

Urbanisation

Inequality

Individual and public health

Digital revolution

YST (2015) cited in Quarmby (This Morning)

Older Parents


“

“”

we present here four possible visions for the world in 2035 as it looks to young people. They are grounded in our understanding of the key drivers shaping the current sporting landscape, extrapolated into the future and intersected with our expectations for what the next two decades will bring in the way of technological, social and, to some extent, political change.

Multi-Skilled Teachers Diverse sporting opportunities focused

on health, fitness and emotional wellbeing

Poorly trained and funded teachers Unable to offer the service or support required to promote healthier lifestyles and general wellbeing




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The Digitally Distracted Generation




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The Fit for Purpose

Generation





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The Fit for Purpose

Generation

The Sidelined

Generation





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The Fit for Purpose

Generation

The Sidelined

Generation

The Go-It-Alone

Generation




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Poorly trained and funded teachersUnable to offer the service or support required to promote healthier lifestyles and general wellbeing

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renThe Digitally Distracted

Generation

“”“A world in which young people have been negatively impacted

by the digital revolution and are isolated from the environment


Struggling to concentrate

Dieting

Attached to mobile

Body image worries

Displays laziness

Poor Grades

Hours on Social Media

Little far-to-face tim

e with peers

little socialising with friends

Avoiding exercise in PE




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The Fit for Purpose

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The Digitally Distracted GenerationThe Fit for Purpose

Generation

“”“A world in which young people

are empowered to participate fully in PE, sport and physical activity, in and out of school


Excelling in every subject

Enhanced wellbeing from being

active

Constant enthusiasm

Happy to do any sport

Clear thinking and determined

Achieving good grades

Inspiring peers

Showing real ambition to go further

Eating well at lunchtime




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Generation

The Sidelined

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The Digitally Distracted GenerationThe First for Purpose GenerationThe Sidelined Generation

“”

“Our young generation has been completely let down. Their days

are spent consuming digital media with very little outdoor activity,

leaving them lethargic and broadly unhappy. They are ill-prepared for

the challenges of adulthood.


Playing with phone not conversing

Rarely participates in PE lessons

Worrying about grades

Spending break inside

displaying a lack of enthusiasm

Displaying real unhappiness

Stressing about workload

focusing solely in results

little socialising with friends

Viewing PE as a waste of time




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The Fit for Purpose

Generation

The Sidelined

Generation

The Go-It-Alone

Generation





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The Digitally Distracted GenerationThe Go-It-Alone

Generation

“”“A generation which proactively seeks an active lifestyle - but do not have the infrastructure they need to maximise their potential


Frustrated by lack of facilities

Disinterested in PE

Organising own out of school activity

Playing street sports at lunchtime

Constantly using smart phone

Poor grades in all his subjects

Skipping school meals

Making own decisions about what to

eat

Happy Socialising with peers




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The Fit for Purpose

Generation

The Sidelined

Generation

The Go-It-Alone

Generation


Dieting Body image worries

Skipping School Meals Making own decisions

about what to eat Skipping School Meals Making own decisions

about what to eat Eating well at lunchtime

Avoiding exercise in PE Viewing PE as a waste of time

Spending break inside Rarely participates in PE lessons

Frustrated by lack of facilities Disinterested in PE

Playing street sports at lunchtime

Enhanced wellbeing from activity

Happy to do any sport




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Generation





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Most Desirable Least Likely

Least Desirable

Most Likely




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Not Desirable Unlikely

““”

there is more than one possible future for

physical education.

Kirk, 2009

More of the Same

“

“” Kirk, 2009

some argue that any problems that physical education might be held accountable for…can be resolved only if we have more of the same kind of physical education, more curriculum time, more facilities and more teachers.

Radical Reform

““”

Kirk, 2009

nothing short of the replacement of the idea of the idea of physical education-as-sport-techniques would seem to be radical enough to reform physical education.

Extinction

“

“” Kirk, 2009

‘physical education’ has been so successful at becoming a school subject just like other subjects that the characteristics that make it unique, different and valuable have all but disappeared.

“

“”

the radical reform of school physical education rests on a parallel reform of teacher education. The fate of each is so closely intertwined that this process must unfold in tandem. Failure here is the surest indicator that extinction is a longer-term future scenario for physical education.

Kirk, 2009

“Robinson (2011)

“”“Disenthral ourselves from 20th century solutions”

“

“”Fullan (2013)

Too busy creating better versions of what was needed for the 20th century instead of creating and implementing a better, more future-orientated education for all kids.

“

“” MacDonald (2003)

The curriculum reform agenda has somewhat ignored what, where, and how young people learn, and how they engage with and act upon digital technologies and the cultures they produce.

Technology at the



Dr Ashley Casey


…ideas about the Class of 2035 report to help

stimulate round table discussions

about future direction in PE research and

practice.

Future Sport

Engagement?

Possibilities

Selwyn (2014, p. vii)

“a gulf…persists between the rhetoric of

how digital technologies could be

used in education and the realities of how

digital technologies are actually used”

“

“”Selwyn (2014)

Most digital technologies over the past 30 years have been accompanied by promised of widening participation in education, increased motivation and engagement, better levels of ‘attainment’, enhanced convenience of use and more ‘efficient’ and ‘effective’ provision of educational opportunities.

“

“”Selwyn (2014)

Indeed, the field of education and technology is beset by exaggerated expectations over the capacity of the latest ‘new’ technology to change education for the better, regardless of context and circumstance.

Selwyn (2014, p. 12)

“important to resist the temptation to unthinkingly associate digital technologies with the inevitable change and progress associated with ‘type two’ technologies.” In other words

not all new digital technologies should be equated to the invention of the wheel.

Arthur (2009)

“technologies, in the form of new technical products and processes - think of early

automobiles - improve with use and adoption, and this led to further use and adoption,

creating a positive feedback or increasing returns to adoption.”




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The Fit for Purpose

Generation

The Sidelined

Generation

The Go-It-Alone

Generation


Class of

2016

You and Me (2016)

Year 5’s

My Daughter (Born 2004)

“ “”In their mid-20s most young people are locked in or locked out of physical activity habits

Green (This Morning)

19 Year Olds

““”

Arthur (2009)

We hope in technology to make our lives better, to solve our problems, to get us out of predicaments, to provide the future we want for ourselves and our children.

““”

if we see technologies from the outside as stand-alone objects, then individual ones (the computer, gene sequencing, the steam engine) appear to be relatively fixed things.

Arthur (2009)

“ “”Clash between what technology offers and what we feel comfortable with.

Arthur (2009)

Technology is

presented as a

noun but is in

fact an action

A Model?

Yesterday

Yesterday

Origins

Yesterday

Origins

T1

T2

1technology

Golding (2000)

1technology

Golding (2000)

2technology

1technology

Golding (2000)

“allows existing social action and process to occur more speedily,

or effectively, or conveniently” (p. 171).

This type of technology is not concerned with enabling new forms of activity but is rather concerned with doing existing ones ‘better’.

Golding (2000)

2technology

“enables wholly new forms of activity

previously impracticable or even conceivable” (p. 171).

For example, the telephone might be

considered as a ‘technology two’ while Skype or face time as a

‘technology one.’

TodayYesterday

Origins

T1

T2

TodayYesterday

S

Specific

Origins

T1

T2

TodayYesterday

S

P

Plural

Origins

T1

T2

TodayYesterday

S

P

G

General

Origins

T1

T2

1700sYesterday

S

P

GOrigins

T1

T2

Pupil

Specific

1700sYesterday

S

P

GOrigins

T1

T2

Pupil

Specific

Slate

Quill

TodayYesterday

S

P

GOrigins

T1

T2

Teacher

Specific

Blackboard

Interactive Whiteboard

Digital Projector

TodayYesterday

S

P

GOrigins

T1

T2

Teacher

Specific

Audio Visual

““”Still reflects an era of large, fixed technologies

Arthur (2009)

TodayYesterday

S

P

GOrigins

T1

T2

““”

I argue that we view technology as a “singular” concern (i.e. a tablet or camera) but fail to problematize it as a “plural” (i.e. electronic devices) or “general” (i.e. education) concept.

Arthur (2009)

““”

New “species” in technology arise by linking some need with some effect (or effects) that can fulfil it.

Arthur (2009)

TodayYesterday

S

P

GOrigins

T1

T2

TomorrowYesterday

S

P

GOrigins

T1

T2

TodayYesterday

S

P

GOrigins

T1

T2

Tomorrow

Yesterday

Origins

T1

T2

Tomorrow

S

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G

TodayYesterday

S

P

GOrigins

T1

T2

Tomorrow

Positioning education as “technology-general” physical education and schools can be seen as

“bodies of technology” that can be programmed in terms of the styles, themes and interactions

that occur between teachers and students.

To develop our use of technology in physical education we need understanding of how

education, as a technology, impacts on our pedagogies.

“

“”Fletcher (1996, p. 87)

When you go to the hardware store to buy a drill, you don’t actually want a drill, you want a hole, they don’t sell holes at the hardware store, but they do sell drills, which are the technology to make holes. We cannot lose sight that technology for the most part is a tool and it should be used in applications which address educational concerns.

TodayYesterday

S

P

GOrigins

T1

T2

Tomorrow

What holes exist?

Technology “is an executable within a larger system”…In education (i.e. technology-general) and physical education these executables are, for example, pedagogies, teaching, learning,

curriculum, computers, chairs, pens and textbooks etc.

TodayYesterday

S

P

GOrigins

T1

T2

Tomorrow

The purpose

of physical

education is…




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The Digitally Distracted GenerationThe Fit for Purpose

Generation


“

“”

A core theme addressed in this report is the extent to which future tech advances will be utilized and fully integrated into school sport, and this extent to which this will be beneficial to students. Here we imagine a wholly positive use of technology, in which young people are empowered to capitalise on the rapid pace of technological change.


“

“”

on-body sensor technology will give students visualisations of their movements, and real-time feedback about how to improve the finer points of their technique. This feedback system will be highly intuitive and easy to understand. For example, penalty kick takers may wear boots which vibrate when technique is perfect, or javelin throwers clothing which changes colours to indicate problem muscle movements.

More of the Same

“

“”Fullan (2013)

Too busy creating better versions of what was needed for the 20th century instead of creating and implementing a better, more future-orientated education for all kids.




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The Digitally Distracted GenerationThe Go-It-Alone

Generation

“”

“


In this future, young people have managed to avoid the negative consequences of the digital revolution and are energised to proactively seek active lifestyles. However, the quality and support offered by practitioners does not reflect the flexible demands of this generation.

“”“


Consequently, schools are no longer a major source of influence on young people’s activity and wellbeing, and instead children are forced to take charge of their own destiny.

Extinction?

A Bad Thing?

Future Sport

Engagement?

So last century

So last century?

Future Sport

Engagement?

Technology at the



Dr Ashley Casey


Thank you

I can be found on twitter @DrAshCasey

I write a weekly blog at www.peprn.com

http://www.peprn.com

I publish a weekly podcast peprn.podomatic.com

http://peprn.podomatic.com

Where I write and talk about physical education

References

Arthur, W.B. (2009). The Nature of Technology: What It Is and How It Evolves, New York, Free Press.

Fletcher, G. (1996). Former director of the division of educational technology, Texas Education Agency, Executive Vice President of T.H.E. Institute quoted in T.H.E. Journal, 24, 87.

Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Toronto, Ontario: Pearson.

Golding, P. (2000) Forthcoming Features: Information and Communications Technologies and the Sociology of the Future. Sociology 34 (1): 165-184.

Green, K. (2016). ‘Can Physical Education be Effective and, If so, How?’ Keynote address at the Future Directions in Physical Education Research and Practice symposium at Leeds Beckett University on Friday 8th July 2016 .

Kirk, D. (2009). Physical Education Futures. London: Routledge.

References

Macdonald, D. (2003). Curriculum change and the post-modern world: is the school curriculum-reform movement an anachronism? Journal of Curriculum Studies, 35, 139–149.

Robinson, K. (2011). Out of our minds: learning to be creative. Chichester, UK: Capstone Publishing ltd.

Selwyn, N. (2011). Education and Technology: Key Issues and Debates. London: Continuum.

Selwyn, N. (2014). Distrusting educational technology: critical questions for changing times. London: Routledge.

Youth Sport Trust (2015). THE CLASS OF 2035: Promoting a brighter and more active future for the youth of tomorrow. London: Future Foundation

Photograph acknowledgements

All the photographs used in this presentation were purchased from iStockPhoto except:

Authors photos on slides 4,5,6,7,9, 10, 48, 50, 52, 54, 55, 56, 57, 58, 66, 67, 73, 75, 76, 77, 97, 99, 100, 118 which were saved from google images. These were used without the authors permission but in the hope that they better represented the work of the authors themselves.