This article was downloaded by: [University of Notre Dame Australia]

On: 16 September 2013, At: 00:54

Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer
House, 37-41 Mortimer Street, London W1T 3JH, UK

Journal of Physical Education, Recreation & Dance

Publication details, including instructions for authors and subscription information:
http://www.tandfonline.com/loi/ujrd20

Using the iPad in a Sport Education Season

a
Oleg A. Sinelnikov
a
Department of Kinesiology, University of Alabama, Tuscaloosa, AL 35487
Published online: 26 Jan 2013.

To cite this article: Oleg A. Sinelnikov (2012) Using the iPad in a Sport Education Season, Journal of Physical Education,
Recreation & Dance, 83:1, 39-45, DOI: 10.1080/07303084.2012.10598710

To link to this article: http://dx.doi.org/10.1080/07303084.2012.10598710

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the Content) contained
in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no
representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of
the Content. Any opinions and views expressed in this publication are the opinions and views of the authors,
and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied
upon and should be independently verified with primary sources of information. Taylor and Francis shall
not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other
liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or
arising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematic
reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any
form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://
www.tandfonline.com/page/terms-and-conditions
 Using the iPad in a Sport
Education Season
Oleg A. Sinelnikov

Technology and sport education work well together.

T
Downloaded by [University of Notre Dame Australia] at 00:54 16 September 2013

he latest advances in technology are inevitably making their way into

schools and gymnasiums across the country. A number of national and
international educational organizations, such as the U.S. Department of
Education, the International Society for Technology in Education, and the
National Council for Accreditation of Teacher Education (NCATE), have developed
standards that promote appropriate use of technology in educational settings to
improve student learning and teacher efficiency. These standards target achievement
of knowledge and competence in the use of technology for students, teachers, pre-
service teachers, and administrators (NCATE, 2008; NETS Project, 2008, 2009; NETS
Project & Brooks-Young, 2007).
In the field of physical education, the National Association for Sport and Physi-
cal Education (NASPE, 2009) issued a position statement supporting the appropriate
use of technology to enhance teaching and learning. In addition, NASPE advocates
the use of technology to help children achieve the national standards for physical
education (NASPE, 2004). A brief review of recent educational literature provides
numerous examples of research-based and practical suggestions for including various
technological applications in physical education lessons, such as heart rate monitors
and pedometers (Cuddihy, Pangrazi, & Tomson, 2005; McCaughtry, Oliver, Dillon, &
Martin, 2008; Morgan, Pangrazi, & Beighle, 2003), podcasts and wikis (Hastie, Casey,
& Tarter, 2010; Mears, 2009), web sites and web-based portfolios (Erwin & Valley,
2005; Hastie & Sinelnikov, 2007), video and movie-making software (Hamlin, 2005),
notebooks and handheld devices (Mohnsen, 2005), video games (Hayes & Silber-
man, 2007), interactive video games (e.g., Dance Dance Revolution, Wii; Schifferle,
2010; Trout & Christie, 2007; Trout & Zamora, 2005), and virtual gyms (Fiorentino
& Gibbone, 2005).
One of the latest high-profile additions to the technological market is the iPad.
The iPad is essentially a touch-screen tablet computer that provides a great platform
for audio and visual media, as well as for web content. It first became available in
the U.S. market on April 3, 2010 (Apple, 2010), and its second iteration (iPad 2) is
now available. The iPad is roughly the size of a magazine, with a 9.7-inch (diagonal)
backlit LED multitouch display that automatically rotates the screen to portrait or
landscape view depending on how the device is held. Several models are currently
on the market distinguished by (1) the units memory size (i.e., 16GB, 32GB, and
64GB) and (2) its method of connectivity to the Internet (i.e., strictly over Wi-Fi or
a combination of Wi-Fi and cellular 3G). The iPad relies on a number of applications
(apps) to accomplish a variety of tasks. For example, an app called Safari allows ac-
cess to the Internet, and a YouTube app provides direct access to millions of videos
available there. In addition, the Mail app allows users to view their email account
or even combine multiple accounts for a unified inbox. The iPad can store videos,
music, or podcasts directly on the device by downloading them from the Internet or
from a computer via iTunes. It can also access a tremendous number of free or paid

JOPERD Volume 83 No. 1 January 2012 39


Downloaded by [University of Notre Dame Australia] at 00:54 16 September 2013
Oleg A. Sinelnikov
Warm-up leaders watch the daily video task card on the iPad
before the beginning of class.
apps available through the App Store. The built-in lithium
battery lasts up to 10 hours, which is enough to get through
the teaching day without needing to recharge.
The purpose of this article is to describe the possible uses
of the iPad in physical education classes. Specifically, this
article highlights how some middle-school students used
the iPad in their sport education season.
Sport Education
Sport education (SE) is a pedagagical model that was designed
to promote a positive sporting experience for all students by
simulating the key features of authentic sport (Siedentop,
Hastie, & van der Mars, 2011). The goal of SE is to develop
competent, literate, enthusiastic sportspersons. It has been
described as a student-centered model that heavily promotes
students taking responsibility for their own learning, as
they stay in persisting groups (teams) for the duration of
the unit, which is typically longer than other physical edu-
cation units. The six key features of the model are seasons,
affiliation, formal competition, record keeping, culminating
event, and festivity. Students not only take on playing roles
but have specific responsibilities toward their team (such as
coach, equipment manager, warm-up leader, statistician)
and participate in officiating (or scorekeeping) duties as well
(Siedentop et al., 2011). This SE framework of teams and
team roles provided a fitting structure for incorporating the
iPad into the lessons in a volleyball season.
40
Using the iPad in a Volleyball Season
The implementation of SE has been reported in a variety of
contexts, ranging from traditional sports such as basketball
(Wallhead & Ntoumanis, 2004), soccer (Mowling, Brock, &
Hastie, 2006), and badminton (Hastie, Sinelnikov, & Guarino,
2009) to dance (Pike, 2000; Richardson & Oslin, 2003), fit-
ness (Beaudet, Acquaviva, & Grube, 2004; Sluder, Buchanan,
& Sinelnikov, 2009), and bicycle safety (Sinelnikov, Hastie,
Cole, & Schneulle, 2005).
In this case, the teacher chose the game of volleyball as
the activity for a unit with his seventh- and eighth-grade
classes. A 20-lesson SE season was designed according to
Siedentop et al.s (2011) recommendations. It is important
to note that the students had already had prior experi-
ences with SE, having participated in track and field, field
hockey, and Ultimate Frisbee seasons over the preceding two
years. Students previous experiences allowed the teacher
to spend less time on explaining the major tenets of SE
and focus more on the content and the inclusion of tech-
nology, namely the iPad. During the season, five teams
of six students practiced skills and tactics, competed in
practice games, then played modified competitive games
(3 vs. 3 on half court), leading to the culminating event
and awards ceremony.
Initial Considerations
One of the teachers technology goals for the season was
for students to become knowledgeable and active users
of contemporary technology in a way that contributes to
achieving SE objectives (Siedentop et al., 2011), which are
also in line with the national standards (NASPE, 2004). In
other words, it was considered more valuable to achieve
student learning objectivessuch as knowledge of rules,
competency in skills, understanding of game strategy, and
proper officiatingthrough the use of the iPad than for the
students to simply become proficient users of the device.
However, in the process of completing team and duty roles
in the season and achieving learning objectives, the students
did become comfortable and skilled in operating the iPad
and using it for their specific purposes.
The specific purpose of the iPad depended on the role that
a particular student had on the team. During the planning of
the SE unit, team duties were designed to give each student
multiple opportunities to interface with the iPad during the
season. Since the iPad is a fairly expensive device (see table 1
for equipment and cost), only one was available in the school
for the season. In order to use the iPad to the fullest extent
of its capabilities, it is advisable to make sure that the school
has WiFi available and that it is accessible in the gymnasium.
In addition, since many students will be handling the device,
it is a good idea to purchase a rugged case. It is also advisable
to purchase all the necessary hardware and software early
enough to become familiar with their functions, capabili-
ties, and shortcomings before teaching with the device. And
again, it also helps to think of the technology as a means to
an end, and not as the end result.
JOPERD Volume 83 No. 1 January 2012
 Table 1. Hardware, Software, and Apps Used in a Sport Education Season

Hardware Function Utilized Cost ($)

iPad with WiFi Touch-screen tablet-computer device 499-699
Apple iPad Camera
Import photos and videos from digital camera 29
Connection Kit
iPad Dock Connec- Connect to projector to display presentations
29
tor to VGA Adaptor and videos

Software
iMovie Edit instructional videos Included with Mac

iTunes Transfer files from computer to the iPad Free

Apps
Downloaded by [University of Notre Dame Australia] at 00:54 16 September 2013

Safari Access the Internet Included with iPad

YouTube Search for and view instructional videos Included with iPad
Create spreadsheets and graphs for record keeping
Numbers 9.99
(individual and team statistics)
Keynote Design presentations for culminating event 9.99

iReferee HD Provide photos of officiating signals Free

AirPrint* Wirelessly print schedules and statistics Included with iPad

*Pre-requisites: iPad 2 or iOS 4.2 version for iPad and compatible printer (see Apple.com for more details)

iPad Use for Team Roles
The team roles for the volleyball SE unit were warm-up
leader, coach, statistician, manager, equity sports board rep-
resentative, and awards committee member. Students had
the opportunity to use the iPad before, during, and after the
physical education class in order to accomplish their specific
responsibilities within the structure of SE. However, the ma-
jority of tasks were accomplished during class time. A brief
description of roles and responsibilities, as well as specific
duties requiring interactions with the iPad, appears in table
2. The following discussion elaborates on the specifics of
how the iPad was integrated into the SE season.
Warm-up Leader. The main responsibility of the warm-up
leader was to conduct daily warm-up activities in team-
designated areas. Instead of posting the instant activity on a
board or distributing index cards specifying warm-up tasks,
the teacher created a library of video task cards on the iPad.
Before the beginning of each lesson, the warm-up leaders
would retrieve the iPad from its specified central location
and view the video task card for the day.
Each video task card included a brief description of the
activity, rules and boundaries, and focus (including cues),
as well as a short video of students or athletes performing
the activity. The short activity videos were compiled from
clips available on the Internet and from previously recorded
video footage of classes in school (see figure 1 for a sample
screen shot). For example, one day the warm-up included
footage of tasks that students had previously performed in
class during teacher-led skill development. The next day the
video task card showed a snippet of elite athletes warming
up before an international volleyball match. Of course, the
tasks shown on video were appropriate for the skill and
developmental level of middle school students. The critical
part in creating videos was to focus students attention on
the key characteristics of the task and its performance. It is
also a good idea for the teacher to be direct and to use cues
(Rink, 2010) in the video introduction or voice-over footage,
so that students can repeat the directions and cues when
describing the task to their teammates.
The teacher previously recorded these video task cards
using a video camera and then transferred the video files to
the computer. The iPad 2 has built-in camera that allows for
a simpler process of recording video straight to the device.
Then the movie clips were edited using iMovie software and
transferred to the iPad via iTunes (see table 1). Alternatively,
short videos can be uploaded to YouTube, and students can
access them in class via the Internet. However, it is a good
idea to check the local school and district policies about ac-
cessing sites like YouTube.
The easiest way to minimize the time that students spend
searching for videos in the YouTube app is for the teacher to
add the videos for the day to the Favorites list (see figure 2
for a sample screenshot). This allows students to access the
warm-up video task cards in three easy steps, each of which

JOPERD Volume 83 No. 1 January 2012 41

 Table 2. Team Roles, Responsibilities, and Student-iPad Interactions

Team Role Responsibility Specific Student-iPad Interactions Teachers Role

Warm-up Lead team Use the Video or YouTube app. Restate key points of
leader warm-up activi- Locate the daily warm-up video. the task if necessary.
ties. Monitor the warm-
View the warm-up video task
cards. up and assist if
needed.
Coach Assist teammates Use the Video or YouTube app. Assist with decisions
in developing Search videos for techniques and on choosing the ap-
skills and tacti- tactics learned that day. propriate level.
cal play. Monitor the task
Choose the video that is appro-
priate to students skill level. congruency to the
video.
View the video.
Assist with organiza-
Downloaded by [University of Notre Dame Australia] at 00:54 16 September 2013

Bring the iPad to the team if fur-

tion if needed.
ther clarifications are necessary.
Statistician Keep individ- Use the Numbers app. Teach how to use
ual and team Input and edit data. the Numbers and
records. AirPrint apps.
Create simple graphs.
Publicly dis- Monitor the accu-
Wirelessly print spreadsheets.
play records. racy of input.

Manager Assist teammates Use the iReferee app. Monitor the accu-
in learning of- Locate relevant sport and officiat- racy of signals.
ficiating signals. ing signals within the app. Clarify game situa-
View the officiating signals. tions for signals used.
Bring the iPad to the team if fur- Provide accountabil-
ther clarifications are necessary. ity checks of student
learning.
Sports board Provide ex- Use the YouTube app. Assist with deter-
representative amples of fair Search for relevant videos. mining key words
play and game for searching.
Connect the iPad to projector.
rituals. Prepare other ma-
Show videos to the class.
terials (projector,
screen).
Awards Create a presen- Use the Keynote app. Teach how to use
committee tation for the Transfer the photos to the iPad the apps.
member culminating from a digital camera. Assist with connec-
event. tions.
Connect the iPad to a projector.
Show the presentation to the Prepare other ma-
class. terials (projector,
screen).

takes less than a second. Specifically, the warm-up leaders
touch the YouTube app icon to start, then touch the Favorites
icon at the bottom of the app, which brings up the list of
favorite videos, and then they touch the video icon to play
the clip. After viewing the video, warm-up leaders go to their
teams designated area to begin the warm-up.
Coach. In addition to the typical student-coach respon-
sibilities in SEsuch as providing general team leadership
and helping make decisions about lineups for small-sided
gamesthe preparation for directing practice of skills and
tactics required the use of the iPad. Specifically, student
coaches used the iPad to search for and watch the videos
of the skill-practice tasks, key points of techniques (e.g.,
overhead pass, forearm pass, spike), or tactics (e.g., position-
ing of the setter, plays, and play signals). These videos were
short and were either prepared by the teacher, just like the
videos for the warm-up leaders, or selected through a search
via the YouTube app.
Typically, the student coaches accessed the relevant videos
on the iPad at the end of the warm-up and again as needed
at different times during the skill practice. To minimize man-
agement time, the teacher grouped the videos for coaches by
skill (e.g., overhead pass, forearm pass, spike, serve) or strategy
(e.g., defensive or offensive play). Each category had several

42 JOPERD Volume 83 No. 1 January 2012

 videos that increased in complexity. For example, for teach-
Figure 1. Sample Screenshot of a Video Task Card
ing how to serve, three videos were used, descriptively and
sequentially labeled: Underhand Serving Basic, Underhand
Serving Intermediate, and Underhand Serving Advanced. For
student-led practices, the coach chose the first-level video.
During the training phase of the season, all skills had to be
covered at least at the first level, and then coaches had the
option of selecting more advanced levels for subsequent
practices. In several instances, coaches differentiated their
choice of tasks according to students abilities.
For example, when the entire team worked on a particular
skill, such as a forearm pass, different students on the team
performed the tasks from different videos. The higher-skilled
students practiced the task from the Forearm Passing Ad-
vanced, while lower-skilled students used the drill from the
Forearm Passing Intermediate. In many cases, coaches also
Downloaded by [University of Notre Dame Australia] at 00:54 16 September 2013

brought the iPad to the team to help with demonstrations.

Statistician. For the competition phase of the SE season,
Figure 2. Sample iPad Screenshot
students kept team records of wins, losses, and fair play, as
of Favorites in the YouTube App
well as individual records of aces and kills. During the games,
the duty team was in charge of officiating and keeping both
types of records on game-report sheets prepared in advance
by the teacher. After each game, members on the duty team
placed completed sheets in a bin and, at the end of the day,
the statisticians collected their respective teams records
from the bin and entered individual records for each player
into the Numbers app on the iPad. The Numbers app is a
spreadsheet application for data entry and the creation of
tables and graphs.
Each team had a separate file in the Numbers app. It
was the statisticians responsibility to update team statistics
after each game day. This task did not take long, and it was
completed at the end of the class when other students were
fulfilling other daily tasks (e.g., equipment managers put-
ting away equipment, and teams breaking down the nets).
The Numbers app was easy to use, as statisticians entered signals in the iReferee HD app. In this app, students could
and edited data (kills and aces) with a tap. They also cre- flick to go through different signals and tap on an individual
ated charts from the data with a swipe. Once the file was signal to expand the picture for closer examination. It is
updated, the statistician used the AirPrint app to send the important to note that only team managers were allowed to
updated document to the printer in the teachers office. The access this app. Consequently, they were the ones responsible
teacher would then pick up the printed documents and post for teaching the hand signals to their team members. This
updated individual and team statistics in designated team was another example of peer teaching, a concept frequently
areas in the gym. used in SE, but in this case the peer teaching was aided by
Manager. Among other responsibilitiessuch as daily technology. The teacher provided accountability checks for
distribution and collection of equipmentteam managers peer teaching and the learning of officiating signals. This
had the task of assisting their respective teams to prepare for was accomplished by showing the entire team a video of a
officiating duties. One of the officiating tasks was the use of volleyball rally on the iPad, and asking all team members
hand signals when making calls during the volleyball game. to indicate the appropriate hand signals in real time. If the
The teacher taught common officiating signals (e.g., begin entire team correctly demonstrated the signals, the team
serve, in/out of bounds, held/thrown/lifted ball, net viola- members moved on to learning the next group of signals or
tion, end of game/match) through class-led instruction. to skill practice led by a coach. All members of the team had
The free iReferee HD app was used as a supplementary to successfully pass accountability checks for all signals before
resource for teams learning how to officiate and was used only the team was eligible to play in competition. The chunking
for officiating hand signals. iReferee HD shows referee signals method of instruction was used by allowing students to learn
for several sports, including football, basketball, soccer, and the most common signals together and allowing teams to
hockey. Figure 3 provides a sample screen shot of officiating learn different hand signals on different days.

JOPERD Volume 83 No. 1 January 2012 43


Figure 3. Sample iPad Screenshot
of Officiating Signals in iReferee HD
Downloaded by [University of Notre Dame Australia] at 00:54 16 September 2013
Equity Sports Board Representative. Each team had an equity
sports board representative who was the teams voice on a
sports board. The functions of the sports board included
making decisions about rule modifications (e.g., size of the
court, serve/no serve), fair play (i.e., criteria for fair play
and specific examples), and disputes. Equity sports board
representatives used the iPad to research and show the class
examples of sporting behaviors. A number of videos that
students found and shared with the class dealt with offi-
ciating (e.g., improper calls) and examples of good or bad
sportsmanship (e.g., shaking hands under the net after the
match or inappropriate celebrations).
Some of the examples shown came from sports other
than volleyball, which was acceptable because it spawned
discussions among students about fair play. One of the videos
featured a soccer game in which one team scored an inad-
vertent goal on the opponent when trying to give the ball
back after a foul. While the goal counted (which it should
have), immediately after the restart the entire team stood
motionlessly to allow the opposition to equal the score. This
public sharing of good and bad sporting practices before the
beginning of competition contributed to a more positive
atmosphere during the SE season.
Awards Committee Member. The awards committee mem-
bers were in charge of planning and administrating the
culminating event. To this end, awards committee members
used the Keynote app on the iPad to create a presentation.
The application is fairly intuitive and easy to use with just
taps. There are a number of predesigned themes and tem-
plates that can be used for professional-quality presentations.
The final presentation that awards committee members
designed included digital photos of the season, final team
and individual statistics (as created by statisticians), and
graphs. The teacher provided a digital camera that students
used throughout the season to take photos. To transfer the
photos to the iPad, students used a Camera Connection Kit,
44
which allowed the use of the cameras USB cable to connect
it to the iPad (see table 1). Then students inserted the photos
into the presentation.
This task was accomplished outside of physical education
class time, and the students learned how to use the app by
watching the easy-to-follow instructional guides available on
YouTube. To show the final presentation during the culmi-
nating event in the gym, awards committee members used
a Dock Connector to VGA Adapter to connect the iPad to a
projector and ran the Keynote app (see table 1).
General Comments
It is important to note that most of the students interac-
tions with the iPad were individual or within a small group.
The use of the iPad was not the focal point of instruction,
but rather it was used as an aid in learning. Students were
excited to use the iPad, just as they were to play the game.
The use of the iPad also added a degree of seriousness and
professionalism to the entire season. The teacher established
a central and visible location where the iPad was kept during
class time. This allowed students to determine when the iPad
was available for them to use. The action in the gym did not
stop when a student or a group used the device (for example,
when managers were watching the officiating signals), be-
cause other students were engaged in their own learning tasks
(e.g., coaches led the team in practice or awards committee
members held a planning meeting). This was analogous to
having different stations in the gym, one of which happened
to incorporate the use of the iPad.
The salient structure of SEallowing students to share the
authority with the teacher by assuming leadership positions
in the season (Siedentop, et al., 2011)works well with try-
ing out new technologies in the gym. The gradual shift of
power and responsibilities from the teacher to the students
(Metzler, 2005) enables students to become active partici-
pants in the use of technology rather than passive recipients
of the teachers technological exploits. Furthermore, since
teachers report having more time for individual instruction
during SE (Grant, 1992; Sinelnikov, 2009), this additional
time could be spent assisting students with learning and
using technological aids, such as the iPad.
There is evidence that the features of affiliation, authentic
competition, and perceived learning that students find so at-
tractive last well beyond the initial exposure to SE (Sinelnikov
& Hastie, 2010), so it is reasonable to assume that students
will remember their use of emerging technologies such as the
iPad in physical education. The structure of SE, with multiple
student-centered learning tasks, provides a natural and easy
transition for embedding technology in the gym. The use of
the iPad, instructional videos, and apps seemed to increase
the quality of peer instruction, specifically for coaches and
warm-up leaders, which has been a concern for some teachers
in previous SE seasons (Alexander & Luckman, 2001). In ad-
dition, the use of the iPad further facilitated student interest
and engagement in their team tasks and contributed to the
success of the season.
JOPERD Volume 83 No. 1 January 2012
 The ideas presented in this article were tailored to the
specific learning objectives, particular teaching strategies,
and particular students in a given school. Even though dif-
ferent factors may necessitate the creation of different ideas
and strategies, the iPad seems to offer numerous innovative
outlets for advancing and using technology in physical
education classesan opportunity that can be fostered by
teachers and students creativity and imagination.
References
Alexander, K., & Luckman, J. (2001). Australian teachers perceptions
and uses of the sport education curriculum model. European Physical
Education Review, 7(3), 243-267.
Apple. (2010). iPad available in US on April 3. Retrieved November 16, 2011,
from http://www.apple.com/pr/library/2010/03/05ipad.html.
Downloaded by [University of Notre Dame Australia] at 00:54 16 September 2013
Beaudet, B., Acquaviva, J., & Grube, D. (2004). Take sport education a
step further: Add fitness. Journal of Physical Education, Recreation &
Dance, 75(9), 39-43.
Cuddihy, T. F., Pangrazi, R. P., & Tomson, L. M. (2005). Pedometers:
Answers to FAQs from teachers. Journal of Physical Education, Recre-
ation & Dance, 76(2), 36-40, 55.
Erwin, H., & Valley, J. (2005). Creating a web site for advocacy. Teaching
Elementary Physical Education, 16(5), 26-30.
Fiorentino, L. H., & Gibbone, A. (2005). Using the virtual gym for practice
and drills. Teaching Elementary Physical Education, 16(5), 14-16.
Grant, B. C. (1992). Integrating sport into the physical education cur-
riculum in New Zealand secondary schools. Quest, 44, 304-316.
Hamlin, B. (2005). Motor compentency and video analysis. Teaching
Elementary Physical Education, 16(5), 8-13.
Hastie, P. A., Casey, A., & Tarter, A.-M. (2010). A case study of wikis and
student-designed games in physical education. Technology, Pedagogy
and Education, 19(1), 79-91.
Hastie, P. A., & Sinelnikov, O. A. (2007). The use of web-based portfo-
lios in college physical education activity courses. Physical Educator,
64(1), 21-28.
Hastie, P. A., Sinelnikov, O. A., & Guarino, A. J. (2009). The development
of skill and tactical competencies during a season of badminton.
European Journal of Sport Science, 9(3), 133-140.
Hayes, E., & Silberman, L. (2007). Incorporating video games into
physical education. Journal of Physical Education, Recreation & Dance,
78(3), 18-24.
McCaughtry, N., Oliver, K. L., Dillon, S. R., & Martin, J. J. (2008). Teach-
ers perspectives on the use of pedometers as instructional technol-
ogy in physical education: A cautionary tale. Journal of Teaching in
Physical Education, 27(1), 83-99.
Mears, D. (2009). Podcasts and wikis: Delivering content information
to students using technology. Strategies, 23(1), 29-34.
Metzler, M. W. (2005). Instructional models for physical education (2nd
ed.). Scottsdale, AZ: Holcomb Hathaway.
Mohnsen, B. (2005). Notebooks, handhelds, and software in physical
education (Grades 5-8). Teaching Elementary Physical Education,
16(5), 18-21.
Morgan, C. F., Jr., Pangrazi, R. P., & Beighle, A. (2003). Using pedometers
to promote physical activity in physical education. Journal of Physical
Education, Recreation & Dance, 74(7), 33-38.
Mowling, C. M., Brock, S. J., & Hastie, P. A. (2006). Fourth grade students
JOPERD Volume 83 No. 1 January 2012
drawing interpretations of a sport education soccer unit. Journal of
Teaching in Physical Education, 25(1), 9-35.
National Association for Sport and Physical Education. (2004). Moving
into the future: National standards for physical education (2nd ed.).
Reston, VA: Author.
National Association for Sport and Physical Education. (2009). Appro-
priate use of instructional technology in physical education [Position
statement]. Reston, VA: Author.
National Council for Accreditation of Teacher Education. (2008). Profes-
sional standards for the accreditation of teacher preparation institutions.
Washington, DC: Author.
NETS Project. (2008). National educational technology standards for
teachers (2nd ed.). Eugene, OR: International Society for Technol-
ogy in Education.
NETS Project. (2009). National educational technology standards for
administrators (2nd ed.). Eugene, OR: International Society for
Technology in Education.
NETS Project, & Brooks-Young, S. (2007). National educational technology
standards for students (2nd ed.). Eugene, OR: International Society
for Technology in Education.
Pike, S. (2000). Hip-hop sport education. Teaching Elementary Physical
Education, 11(5), 19-21.
Richardson, M., & Oslin, J. L. (2003). Creating an authentic dance class
using sport education. Journal of Physical Education, Recreation &
Dance, 74(7), 49-55.
Rink, J. (2010). Teaching physical education for learning (6th ed.). Boston:
McGraw-Hill.
Schifferle, K. (2010). Wii Sports Resort: Fencing it isnt, fun it is.
American Fencing, 60(1), 37.
Siedentop, D., Hastie, P. A., & van der Mars, H. (2011). Complete guide
to sport education (2nd ed.). Champaign, IL: Human Kinetics.
Sinelnikov, O. A. (2009). Sport education for teachers: Professional
development when introducing a novel curriculum model. European
Physical Education Review, 15(1), 91-114.
Sinelnikov, O. A., & Hastie, P. A. (2010). Students autobiographical
memory of participation in multiple sport education seasons. Journal
of Teaching in Physical Education, 29(2), 167-183.
Sinelnikov, O. A., Hastie, P. A., Cole, A., & Schneulle, D. (2005). Bicycle
safety: Sport education style. Journal of Physical Education Recreation
& Dance, 76(2), 24.
Sluder, J. B., Buchanan, A. M., & Sinelnikov, O. A. (2009). Using sport
education to teach an autonomy-supportive fitness curriculum.
Journal of Physical Education, Recreation & Dance, 80(5), 20-28.
Trout, J., & Christie, B. (2007). Interactive video games in physical
education. Journal of Physical Education, Recreation & Dance, 78(5),
29-34, 45.
Trout, J., & Zamora, K. (2005). Using Dance Dance Revolution in physical
education. Teaching Elementary Physical Education, 16(5), 22-25.
Wallhead, T. L., & Ntoumanis, N. (2004). Effects of a sport education
intervention on students motivational responses in physical educa-
tion. Journal of Teaching in Physical Education, 23, 4-18.
Oleg A. Sinelnikov (osinelnikov@bamaed.ua.edu) is an assistant
professor in the Department of Kinesiology at the University of
Alabama, in Tuscaloosa, AL 35487.
45