Monthly Archives: February 2013

@PEgeeks Socrative Shared Document (Google Docs)

PEgeeks I have set up and created a collaborative resource for us all to contribute towards, to help us as a community, track the progress of our students and make our assessment of pupils that little bit easier, through the use of the online Web 2.0 tool Socrative.

What is Socrative?
Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.

How It works?
Teachers login through their device and select from a series of activities which controls the flow of questions and games. Students simply login with their device and interact real time with the content.

Teacher view socrative<

Student responses are visually represented for multiple choice, true/false and Short Answer questions. For pre-planned activities a teacher can view reports online as a google spreadsheet or as an emailed Excel file.

Benefit to PE teachers!
Questions can be multiple choice, short answer, or a combination of the two. It’s your choice! Once the exercises are completed, you receive an aggregated report. The multiple choice will be graded for you. This will help us to save time marking once a bank of high quality tests are created and established. We can use the tests in a variety of ways when assessing pupils knowledge either through qualification based subjects GCSE PE / BTEC or through KS3 practical PE to asses students knowledge and performance at the end of a specific topic of study.

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a href=””&gt;socrative classroom

The following video is an example of how I created a competitive, engaging learning environment using the Space Race feature within Socrative: @

Creating a Socrative Quiz
Design your own evaluation exercises in minutes by importing questions or inputting them on the website. The questions are then saved in your account so you can access them anytime and share them with others through the unique SOC code assigned to each quiz.

To create your own quizzes you need to click MANAGE quizzes, CREATE A QUIZ. From here you will name your quiz and have the option of creating short answer or multiple choice questions, on the multiple choice questions it is important you mark the correct answer using the boxes on the left hand side. Once you have completed and are happy with your test you need to save it, this will then automatically generate your quiz with a SOC code (it is this code other @PEgeeks will need to access your quiz)

soc code

How the shared document works (instructions)
Once you have created a teacher Socrative account you will be assigned a room number, from here you can, create and manage your own quizes and activities. There is an option that allows you to MANAGE quizes once clicked you have the option of IMPORT quiz and then IMPORT SHARED QUIZ, this is where you will then enter the SOC code of a quiz from the shared document I have created

The document that has been created has a variety of columns to input data to make it easier to search for exactly what you are after, the more detail you add to these columns the easier and more effective the document will be.

Soc columns<

Quiz Name – Name/Title of your Quiz
SOC Code- The Specific SOC code to access your quiz
Type of Activity – Is it designed to be an Exit ticket, quiz, space race etc……
Subject – PE and then the specific topic it looks at
Grade Level – KS1,2,3,4,5 Who is the quiz aimed at?
Number of Questions – Contained within your quiz
Sample or Example – A sample question from your test
Concept / Description – An idea of how you or others can use it within the context of a lesson
Author – Your twitter username
School – The school or organisation you represent

The following link will take you to the shared document created, please add and quality Socrative quizzes you have or will have when completed.

Many thanks



Youth Sport Trust innovation award WINNER 2013

On the evening of Wednesday the 6th February 2013 I attended the The Youth Sport Trust’s prestigious Innovation Awards ceremony where the trust recognises high quality and inspirational work within schools across the country.

On the night, myself and the department collected the award for Excellent Secondary PE department sponsored by Pulse Fitness from Baroness Sue Campbell CBE. The award recognised the innovative work I have been using and developing within my department, using modern technology to excite, engage and motivate young people in PE and sport,

I have been a member of my department for 18 months and have successfully spearheaded the development and integration of mobile technology, applications, social media and web 2.0 tools within the department and into lessons to enhance teaching and learning, so winning this award was a very proud moment for myself.

Images from the night can be viewed here.

Sky Sports Living 4 Sport Project

Sky Sports Living For Sport Project
THE CUBE Sky Sports Living for Sport project is a project I have created,designed,resourced and embedded successfully into my teaching and the curriculum at schools I have worked at.

I hoped the project would get the groups working and communicating better through completing problem solving challenges and games. I used the word COCA COLA throughout our project as an acronym. The acronym represents all the skills i hoped the project will improve.



Methods of Training GCSE Theory Lesson #pegeeks

Year 10 GCSE Theory 30 students

Friday period 6 (graveyard shift)

WHAT ARE WE LEARNING – developing our knowledge of the different methods of training.
WHY ARE WE LEARNING – to improve your knowledge and understanding of the topic in preparation for PEP and GCSE exam
HOW ARE WE LEARNING – Teamworkers, independent enquiries

How can I deliver the topic methods of training in an innovative, exiting, independent way?

The lesson started with the students sitting in their mixed ability groups of 6 on 5 different tables in the classroom. As the students entered the room in a staggered manner due to the location of their previous lessons, I wanted students to be active straight away so I created a poll everywhere (titled “tell me what you know about Methods of Training”) that was displayed on the board for the students that entered earlier than the others, the responses to the poll everywhere provided me with a brief insight into the students current knowledge in the topic area. It was clear from the responses that some students had a better understanding than others but this was predictable. This task helped to stimulate debate amongst pupils and myself whilst all the students arrived and settled.

mot lesson poll

The lesson was then introduced and explained to the students. On each table i placed a folder containign numerous resources that would help them to learn indepentently throughouht the lesson. the first task was to complete as a group the initial solo assessment task using the MOT rubrics, students wrote their name in the level of learning they deemed themselves to be at currently. No student had wrote their name in the relational learning level and only 6 of the 30 thought they were at Multi -Structual. Most students identified their knowledge to be at either the pre structural or unistructural level.


This initial self assessment would provide the platform for students to build on throughout the lesson and once again created a sense of competition against their peers as it was very visual for each student to not only see there own current attainment but also that of their peers.

The next stage in the lesson had a literacy focus embedded within it, I want to get my students use to reading text quickly to ensure when there exam comes around they have more time to answer the questions. The task required students to work in small groups, I explained that they were about to see a slide of information for 10 seconds, on the slide would be 6 pieces of information (See Below). You will have 3 minutes after seeing the slide to replicate the information and complete the BLANK on 1 piece of paper.
• __________________is a form of training that uses progressive resistance either weights or reps against a muscle group.
• __________________This training involves periods of work followed by periods of rest.
• __________________Involves training at steady but regular pace.
• __________________Using different training methods to enhance fitness levels
• __________________is a series of exercises completed one after another.
• __________________It is a combination of fast and slow running, varying distances and terrain.

Students were then asked to re-evaluate their knowledge and add to their SOLO sheet to highlight any progress made. Every student had within the first 10 minutes of the lesson moved to at least the unistructual level of understanding with the majority in the multistructual.

Next came the main learning episode of the lesson and it required the students to work independently within a groups situation to complete a group PowerPoint on the different methods of training. The students were provided with various resources that would aid each group member to complete their task, the HELP resource sheet can be seen here.


The criteria for the group task:
• Find out the 6 different Methods of Training (MOT). (Name of MOT, What do you do?)
• Research what improvements each MOT has on the body, i.e. What does Interval training aim to improve? What does weight training aim to improve? (answer in full sentences).
• Research what sports are best suited to each MOT. Can you go as far as identifying specific positions?
• Come up with one example for each MOT. (How or what you what do, design your own version of that MOT)
• Explain how specific MOT improve Specific components of fitness and the effects they have on the body.
• Research an Olympic Athlete, 1) Name them, 2) Introduce their event, 3) Say what fitness components are important for their event, 4) State what MOT best suits them and why?

Students then went away and begin planning their task; the final PowerPoint was to be completed for homework and uploaded to Edmodo.
To conclude the lesson the students revisited their A4L SOLO sheet, and every student had now moved into the multistructual level of understanding at least, 12 students thought they were at the Relational stage and 2 students were at the extended abstract stage. The progress within a 50 minute lesson was clear to see and the work produced for homework was phenomenal. One of the students PowerPoint’s can be found here;