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Final Project:
Equivalency Using Web Tools, Mobile Apps and
Gadgets in Physical Education

EDCI 887
Dr. Rosemary Talab

Mark Ellner









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Rationale
While technology is still under utilized in most Physical Education classes, the
increase of mobile apps and gadgets and their ease of use has provided educators
with an opportunity to not only bring technology into the gym, but to also motivate
and track students in new and more effective ways. Technology not only has an
important place in PE, it also allows the teacher the added resources to provide
equal opportunities for all students. Physical educators can integrate technology
through a variety of approaches (Gibbone 2010). The Equivalency Theory is a vital
aspect of teaching Physical Education. This project will incorporate multiple
technologies such as, mobile apps and gadgets, social media, web tools to achieve a
fitness program that not only raises the physical ability of the students, but will also
motivate increased physical activity and awareness of living a healthy lifestyle. The
program is designed with a core goal to achieve equivalency for all students.
Equivalency Theory:
This theory provides that programs should not be taught identically to all
learners, but rather taught with equal opportunities to learn. Equivalent, rather
than identical, learning experiences should be provided to each learner whether
local or distant, and the expectation should be that equivalent outcomes, rather than
identical, should be expected of each learner (Simonson 2009). Equivalency theory
puts the responsibility on the educator to design a program that allows for equal
opportunities. Equivalency is a vital aspect of teaching Physical Education. Not only
are there various fitness and skill levels involved, there are also serious emotional
issues when it comes to peoples fitness level and physiques. This can be an
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extremely sensitive area for many people. If a program is designed to cater only to
those on the high level or those on the lower levels, attitudes toward the program
can and will be severely damaged. This program will utilize technology to provide
each student an equal opportunity to improve physical fitness levels based on their
current levels and goals.
Web Tools:
The amount of web tools available to teachers is endless. Through this class, I
have found many that have been beneficial for all types of education. The fitness
web tools I have found are continuously opening up new opportunities to track
improvement, to motivate and encourage a healthy lifestyle, and to learn the newest
healthy living research and opinions. This program will incorporate a website
called Endomondo.com that uses web tools to track calories burnt, distance jogged
or walked, time spent moving, and the ability to save maps of the routes run. The
web tools will allow the students to easily keep track of and share for long periods
of time.
Mobile Apps and Gadgets:
Mobile Apps and Gadgets may be the most exciting new technologies for the
Physical Education community. Mobile gadgets have long been a part of PE classes,
from stopwatches to pedometers. Now with the mass accessibility and knowledge
of smartphones and small Wi-Fi devices new worlds are opening in the use of
mobile gadgets in the gym. Todays student population is much different than a
decade ago. They are armed with an extensive knowledge of the Internet,
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smartphones equipped with the latest apps, and a thoroughly networked database
of personal information via social networks (Burke 2011).
This program will use GPS enabled smartphones, iPod Touches, and other GPS
enabled mobile gadgets. The use of all these gadgets will allow for calorie counting,
distance tracking, and mapping routes.
Social Media
One of the most important lessons I have learned during this semester is how
valuable and useful social media can be in education. From general communication,
to posting articles and web links, to developing friendships and motivation, social
media allows for numerous collaboration opportunities. Social media as a teaching
tool has a natural collaborative element. Students critique and comment on each
others assignments, work in teams to create content, and can easily access each
other and the teacher with questions or to start a discussion (Kessler 2010). In this
fitness program social media will be used to bring all students together to help
accomplish all individual goals no matter at what level those goals may be.
Conclusion
15 years ago, I began teaching. At that time I could never have imagined making
technology a daily part of my daily physical education class. Over those 15 years
technology has snuck its way into the gym through basic pedometers and the first
handhelds. Now it should be look upon as a disappointment and a disservice to the
students if no technology is brought to the gym. This project looks to use many
different forms of technology to track, inform, communicate, motivate, and maybe
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most importantly bring equivalency a large group of students with multiple levels of
fitness and fitness goals.






































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Understanding by Design Technology
Template
Content Technology
Stage 1 Desired Results
Standards ISTE Standards
1) Content Standard: Physical Fitness
Standard 4: The student achieves and maintains
a health-enhancing level of physical fitness.
Benchmark 1: The student will take an active
role in developing and maintaining appropriate
personal fitness.
Indicator: (c) assesses, interprets, and applies
the health-related fitness components to
personal physical fitness status.
Student - 3. Research and
Information Fluency
Students apply digital tools to gather, evaluate,
and use information. Students:
c. evaluate and select information sources and
digital tools based on the appropriateness to
specific tasks.


2) Content Standard: Activity
Appreciation
Standard 6: The student values physical activity
for health, enjoyment, challenge, self-expression,
and/or social interaction.
Benchmark 1: The student will appreciate and
actively pursue lifetime physical activities that
meet their own needs.
Indicator: (c) integrates physical activity
meaningfully into daily life.
Student - 4. Critical Thinking,
Problem Solving, and Decision
Making
Students use critical thinking skills to plan and
conduct research, manage projects, solve
problems, and make informed decisions using
appropriate digital tools and resources. Students:
c. collect and analyze data to identify solutions
and/or make informed decisions.
d. use multiple processes and diverse
perspectives to explore alternative solutions.


Teacher - 2. Design and Develop
Digital-Age Learning Experiences and
Assessments
Teachers design, develop, and evaluate authentic
learning experiences and assessment
incorporating contemporary tools and resources
to maximize content learning in context and to
develop the knowledge, skills, and attitudes
identified in the NETSS. Teachers:
a. design or adapt relevant learning
experiences that incorporate digital tools and
resources to promote student learning and
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creativity.


Teacher - 3. Model Digital-Age Work
and Learning
Teachers exhibit knowledge, skills, and work
processes representative of an innovative
professional in a global and digital society.
Teachers:
a. demonstrate fluency in technology systems
and the transfer of current knowledge to new
technologies and situations.


Understandings: Understandings:
Students will understand the importance
of following a proper fitness plan.
Students will understand that through
technology, they will be able to develop
and track a fitness plan effectively.
Students will use at least 3 web tools
and or mobile apps that will help them
follow and track progress for a fitness
plan
Students will know at least 2 web tools
that will allow them to track exercise and
caloric intake.
Students will post on Twitter with use of
specific hashtags.
Students will be able to track distances
run, calories burnt, routes taken, and
pace of run.
Essential Question Essential Question
How can technology provide and
promote a higher quality healthy
lifestyle plan?
What ethical and safety issues are there
when posting on social media sites about
personal fitness progress and goals.
Stage 2 Assessment Evidence
Performance Tasks: Performance Tasks:
Students will use website (Couch
to 5k) to follow a beginning
running fitness plan. (Applying)
Students will make use of
smartphone, iPod Touch, or other
GPS enables mobile gadget to
track route, distance, pace, and
calories burnt during running
program. (Applying)
Students will join Twitter and
follow all other students
participating in program.
(Applying)
Students will develop 2 personal
fitness goals. For example:
Students will post at least one
fitness related link daily on
Twitter using a specific class
Hashtag (Applying)
Students will tweet daily positive
messages to at least 2 other
students in program. (Applying)
Students will sign-up for free
mobile app to track routes,
distance, pace, and calories burnt
during running program.
(Applying)
Students will track and reflect on
fitness data using Endomondo.
(Analyzing)
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weight loss, distance run, pace of
run. (Analyzing)

Stage 3 Learning Plan
Learning Activities Learning Activities

This program will take place over a nine-
week period. It will be a optional
elective in addition to normal High
School Physical Education class.

Each student will be able to use their
own personal smartphone or other GPS
enabled mobile gadget. If they do not
have one, one will be provided on a
loaner basis during the program.

Students will be walked through all web
tools, mobile gadgets, mobile apps, and
social media sights being used for
program.

1. Each student will sign-up for an
account from Endomondo.com and
load mobile app on to his or her
mobile gadget.
2. Each student will sign-up for a
twitter account.
3. Each student will visit Couch to 5k
and print out 9-week jogging
program.
4. Students will set personal fitness
goal weight loss, distance run,
timed runs, etc.
5. Students will all start jogging
program on same day all together.
This will allow for teacher to make
sure everyone understands and how
to use mobile app. After that, they
will be able to complete program on
their own time.


6. Each student must use the program 3
times per week and must upload all
workouts to their Endomondo
account.
7. Students must tweet weekly
distance, time, and calories burnt
onto their twitter account using class
hashtag.
8. During the 9 weeks, each student
must tweet at least one fitness
related link or article using class
hashtag.
9. During the 9 weeks, each student
must tweet at two least positive and
or encouraging messages to other
classmates using class hashtag.
10. Throughout 9-weeks students must
develop and upload at least 3
different jogging routes and post
them onto their Endomondo account
and make them public.
11. After 9-week program all students
will participate in a 5k race. All
students will have set personal time
goals. Students will try to improve
on personal bests and to at least
accomplish program goals.



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CATEGORY Poor Good Excellent
Using Mobile Gadget
and Apps
Student does not use
mobile gadget to track
progress.
Student uses mobile
apps and gadget for
basics such as time of
workout and distance.
Student uses mobile
apps and gadget to
track basics plus
develops route maps
and tracks calories.
Social Media
(Twitter)
Student does not post
on twitter weekly.
Student only post
minimum times per
week.
Students post often
reference multiple
links and tweets to
many classmates per
week.
Running Program Student does not
participate in program
regularly.
Student participates 3
times per week and
follows running
program.
Student participates in
running program and
adds extra days of
walking and or weight
training.
Goals Student does not
develop a fitness goal.
Student develops one
fitness goal to reach.
Student develops 2 to
3 goals. All goals
address separate
aspect of running
program. Example:
Weight loss and
distance.
Year End Run and
Evaluation of Goals
Student does not
participate in year end
run and makes not
attempt to achieve
goals.
Student participates in
run and tries but is
unsuccessful in
achieving personal
goals.
Student participates in
run and achieves all
or some personal
fitness goals.






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References

Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology integration in
secondary physical education: teachers attitudes and practice. Journal of
Educational Technology Development and Exchange, 3(1), 27-42.



Kilgore, S. (2009, November 12). 7 ways to use social media in the classroom [Web
log message]. Retrieved from http://www.gr8-education.com/7-ways-to-use-social-
media-in-the-classroom.html


Simonson, M. (2009). Teaching and learning at a distance. (4th ed.). Boston: Person.


Mason, R., & Rennie, F. (2006). Elearning the key concepts. (p. 34). New York:
Routledge.

Sarah Kessler. (2010). The case for social media in schools. Mashable Social Media.
Retrieved from http://mashable.com/2010/09/29/social-media-in-school/


Vanessa Burke. (2011). 10 exciting apps to enhance physical education. Edudemic.
Retrieved from http://edudemic.com/2011/10/tech-in-physical-education/


















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Resources

1. Smartphones, iPod Touches and other Mobile Gadgets
2. Endomondo mobile app and website and web tools endomondo.com
3. Couch to 5K -- http://www.coolrunning.com/engine/2/2_3/181.shtml
4. Twitter