Technology at the Forefront of Future Sport Engagement Strategies
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A critical discussion of technologies place in future sporting strategies. This keynote presentation was given at the Future Directions in Physical Education Research and Practice symposium at Leeds Beckett University on Friday 8th July 2016. It crucially explores the future of physical education and school sport as represented in the Youth Sport Trust's class of 2035 report. A video of the presentation can be found https://www.periscope.tv/w/1RDxlwaeQlrJL/card#
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Technology at the Forefront of Future Sport Engagement Strategies
- 1. Technology at the Forefront of Future Sport Engagement Strategies Dr Ashley Casey Loughborough University
- 2. …ideas about the Class of 2035 report to help stimulate round table discussions about future direction in PE research and practice.
- 4. “ “” 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)
- 5. “ “”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.
- 6. “ “” “technology is well available, but the pedagogically innovative or effective use of ICT is still very rare” Fullan (2013, p. 38)
- 7. “ “”Selwyn (2011, p. 1) “Educational technology is a topic that is often talked about, but less often thought about.”
- 8. Technology at the Forefront of Future Sport Engagement Strategies
- 9. “ “”Robinson (2011) “New technologies are transforming how we think, work, play and relate to each other”
- 10. “ “” [in] virtually every sector in society that you can think of except education. Fullan (2013)
- 11. Class of 2035
- 12. Class of 2035 Youth Sport Trust and Future Learn (2015)
- 13. Demographic Changes Urbanisation Inequality Individual and public health Digital revolution YST (2015) cited in Quarmby (This Morning)
- 14. Demographic Changes Urbanisation Inequality Individual and public health Digital revolution YST (2015) cited in Quarmby (This Morning) Older Parents
- 15. Youth Sport Trust and Future Learn (2015) “ “” 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.
- 16. X Y
- 17. 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
- 18. 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
- 19. 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 Digitally Disempowered Children Digitally Empowered Children
- 20. 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 Digitally Disempowered Children Digitally Empowered Children
- 21. 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 Digitally Disempowered Children Digitally Empowered Children The Digitally Distracted Generation
- 22. 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 Digitally Disempowered Children Digitally Empowered Children The Fit for Purpose Generation The Digitally Distracted Generation
- 23. 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 Digitally Disempowered Children Digitally Empowered Children The Fit for Purpose Generation The Sidelined Generation The Digitally Distracted Generation
- 24. 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 Digitally Disempowered Children Digitally Empowered Children The Digitally Distracted Generation The Fit for Purpose Generation The Sidelined Generation The Go-It- Alone Generation
- 25. 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 Digitally Disempowered Children Digitally Empowered Children The Digitally Distracted Generation
- 26. 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 Digitally Disempowered Children Digitally Empowered Children The Digitally Distracted Generation
- 27. “” “A world in which young people have been negatively impacted by the digital revolution and are isolated from the environment Youth Sport Trust and Future Learn (2015)
- 28. Struggling to concentrate Dieting Attached to mobile Body image worries Displays laziness Poor Grades Hours on Social Media Little far-to-face time with peers little socialising with friends Avoiding exercise in PE
- 29. Struggling to concentrate Dieting Attached to mobile Body image worries Displays laziness Poor Grades Hours on Social Media Little far-to-face time with peers little socialising with friends Avoiding exercise in PE
- 30. 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 Digitally Disempowered Children Digitally Empowered Children The Fit for Purpose Generation The Digitally Distracted Generation
- 31. 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 Digitally Disempowered Children Digitally Empowered Children The Digitally Distracted Generation The Fit for Purpose Generation
- 32. “” “A world in which young people are empowered to participate fully in PE, sport and physical activity, in and out of school Youth Sport Trust and Future Learn (2015)
- 33. 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
- 34. 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 Digitally Disempowered Children Digitally Empowered Children The Fit for Purpose Generation The Sidelined Generation The Digitally Distracted Generation
- 35. 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 Digitally Disempowered Children Digitally Empowered Children The Digitally Distracted Generation The First for Purpose Generation The Sidelined Generation
- 36. “” “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. Youth Sport Trust and Future Learn (2015)
- 37. 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
- 38. 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 Digitally Disempowered Children Digitally Empowered Children The Fit for Purpose Generation The Sidelined Generation The Go-It- Alone Generation The Digitally Distracted Generation
- 39. 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 Digitally Disempowered Children Digitally Empowered Children The Digitally Distracted Generation The Go-It-Alone Generation
- 40. “” “ A generation which proactively seeks an active lifestyle - but do not have the infrastructure they need to maximise their potential Youth Sport Trust and Future Learn (2015)
- 41. 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
- 42. 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 Digitally Disempowered Children Digitally Empowered Children The Fit for Purpose Generation The Sidelined Generation The Go-It- Alone Generation The Digitally Distracted Generation
- 43. 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
- 44. 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
- 45. 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 Digitally Disempowered Children Digitally Empowered Children The Fit for Purpose Generation The Sidelined Generation The Go-It- Alone Generation The Digitally Distracted Generation
- 46. 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 Digitally Disempowered Children Digitally Empowered Children Most Desirable Least Likely Least Desirable Most Likely
- 47. 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 Digitally Disempowered Children Digitally Empowered Children Not Desirable Unlikely
- 48. “ “” there is more than one possible future for physical education. Kirk, 2009
- 49. More of the Same
- 50. “ “” 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.
- 51. Radical Reform
- 52. “ “”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.
- 53. Extinction
- 54. “ “”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.
- 55. “ “” 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
- 56. “ Robinson (2011) “” “Disenthral ourselves from 20th century solutions”
- 57. “ “”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.
- 58. “ “” 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.
- 59. Technology at the Forefront of Future Sport Engagement Strategies Dr Ashley Casey Loughborough University
- 60. …ideas about the Class of 2035 report to help stimulate round table discussions about future direction in PE research and practice.
- 64. Possibilities
- 65. 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”
- 66. “ “”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.
- 67. “ “”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.
- 68. 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.
- 69. 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.”
- 70. 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 Digitally Disempowered Children Digitally Empowered Children The Fit for Purpose Generation The Sidelined Generation The Go-It- Alone Generation The Digitally Distracted Generation
- 71. Class of 2016 You and Me (2016)
- 72. Year 5’s My Daughter (Born 2004)
- 73. “ “” In their mid-20s most young people are locked in or locked out of physical activity habits Green (This Morning)
- 74. 19 Year Olds
- 75. “ “”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.
- 76. “ “” 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)
- 77. “ “” Clash between what technology offers and what we feel comfortable with. Arthur (2009)
- 78. Technology is presented as a noun but is in fact an action
- 79. A Model?
- 80. Yesterday
- 85. 1 technology Golding (2000) “allows existing social action and process to occur more speedily, or effectively, or conveniently” (p. 171).
- 86. This type of technology is not concerned with enabling new forms of activity but is rather concerned with doing existing ones ‘better’.
- 87. Golding (2000) 2 technology “enables wholly new forms of activity previously impracticable or even conceivable” (p. 171).
- 88. For example, the telephone might be considered as a ‘technology two’ while Skype or face time as a ‘technology one.’
- 97. ““” Still reflects an era of large, fixed technologies Arthur (2009)
- 99. “ “” 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)
- 100. “ “” New “species” in technology arise by linking some need with some effect (or effects) that can fulfil it. Arthur (2009)
- 106. 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.
- 107. To develop our use of technology in physical education we need understanding of how education, as a technology, impacts on our pedagogies.
- 108. “ “”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.
- 110. 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.
- 112. 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 Digitally Disempowered Children Digitally Empowered Children The Fit for Purpose Generation The Sidelined Generation The Go-It- Alone Generation The Digitally Distracted Generation
- 113. 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 Digitally Disempowered Children Digitally Empowered Children Most Desirable Least Likely Not Desirable Unlikely
- 114. 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 Digitally Disempowered Children Digitally Empowered Children The Digitally Distracted Generation The Fit for Purpose Generation
- 115. Youth Sport Trust and Future Learn (2015) “ “” 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.
- 116. Youth Sport Trust and Future Learn (2015) “ “” 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.
- 117. More of the Same
- 118. “ “”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.
- 119. 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 Digitally Disempowered Children Digitally Empowered Children Most Desirable Least Likely Not Desirable Unlikely
- 120. 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 Digitally Disempowered Children Digitally Empowered Children The Digitally Distracted Generation The Go-It-Alone Generation
- 121. “” “ Youth Sport Trust and Future Learn (2015) 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.
- 122. “” “ Youth Sport Trust and Future Learn (2015) 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.
- 123. Extinction?
- 124. A Bad Thing?
- 131. So last century
- 132. So last century?
- 134. 2035?
- 135. Technology at the Forefront of Future Sport Engagement Strategies Dr Ashley Casey Loughborough University
- 136. Thank you
- 137. I can be found on twitter @DrAshCasey
- 138. I write a weekly blog at www.peprn.com
- 139. I publish a weekly podcast peprn.podomatic.com
- 140. Where I write and talk about physical education
- 141. 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.
- 142. 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
- 143. 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.