Journal of Physical Education, Recreation & Dance

ISSN: 0730-3084 (Print) 2168-3816 (Online) Journal homepage: https://www.tandfonline.com/loi/ujrd20

Welcome to the Matrix: Intersecting Physical

Education and Technology Standards

Dannon G. Cox, Jennifer M. Krause & Katherine Roth

To cite this article: Dannon G. Cox, Jennifer M. Krause & Katherine Roth (2020) Welcome to the
Matrix: Intersecting Physical Education and Technology Standards, Journal of Physical Education,
Recreation & Dance, 91:7, 52-55, DOI: 10.1080/07303084.2020.1785773

To link to this article: https://doi.org/10.1080/07303084.2020.1785773

Published online: 08 Sep 2020.

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 Welcome to the Matrix: Intersecting Physical
Technology Tips
Editor: Brian Mosier
Education and Technology Standards
Dannon G. Cox
Jennifer M. Krause
Katherine Roth
A
s more technologies are becom-
ing available, accessible and
affordable, physical educators are
able to adopt these modern technologies
in creative ways. Implementing technol-
ogy into physical education has the
potential to enhance teaching and
learning, and this can be achieved
through connecting the use of technology
to academic standards. The goal of
physical education is to “develop
physically literate individuals who have
the knowledge, skills, and confidence to
employ a lifetime of healthful physical
activity” (SHAPE America – Society of
Health and Physical Educators, 2013, p.
1). SHAPE America’s (2014) National
Standards for K–12 Physical Education
provide a roadmap to developing
physically literate individuals. Many
strategies that are needed to address these
physical education standards can be
enhanced by modern technology;
however, how they do so is largely left to
the imagination. For example, the
National Physical Education Grade-level
Outcomes for K–12 Physical Education
(SHAPE America, 2014) include the term
technology four times:
• Grade 6, S3.M3 – Engages in physical
activity
° Participates in a variety of aero-
bic-fitness activities using tech-
nology such as Dance Dance
Revolution® or Wii Fit®. (p. 27)
• Grade 8, S3, M8 – Fitness knowledge
° Uses available technology to self-
monitor quantity of exercise needed
for a minimal health standard and/
or optimal functioning based on
current fitness level. (p. 27)
52 Volume 91 Number 7 September 2020
• Grade 9–12, Level 2, S3.H2 – Physical
activity knowledge
° Analyzes and applies technology
and social media as tools for sup-
porting a healthy, active lifestyle.
(p. 35)
• Grade 9–12, Level 2, S3.H10 – Fitness
knowledge
° Adjusts pacing to keep heart rate in
the target zone, using available tech-
nology (e.g., heart rate monitor), to
self-monitor aerobic intensity. (p. 36)
There are many benefits to imple-
menting technology in education.
Investing in technology-based practices
has been shown to increase academic
achievement among primary and
secondary school students (Batdi, Aslan,
& Zhu, 2018), increase student interest
and motivation (Potvin & Hasni, 2014),
and develop a more inclusive environ-
ment (Gilbert, 2019). Additionally,
teachers are expected to be able to
adequately implement technology into
their teaching. The National Standards
for Initial Physical Education Teacher
Education (SHAPE America, 2017)
stated that physical educators should be
using technology for planning and
implementation, instructional delivery
and management, and professional
responsibility:
3.e Plan and implement learning experi-
ences that require students to use technol-
ogy appropriately in meeting one or more
short- and long-term plan objective(s) (p. 3).
4.e Analyze motor skills and performance
concepts through multiple means (e.g.,
visual observation, technology) in order
to provide specific, congruent feedback to
enhance student learning (p. 4).
6.c Describe strategies, including the use of
technology, for the promotion and advocacy
of physical education and expanded physical
activity opportunities. (p. 6)
Thankfully, there are other sources to
guide educators to use educational
technology. The International Society for
Technology in Education (ISTE) is an
organization that promotes the use of
technology to revolutionize teaching and
learning. Among many other sets of
technology standards, they developed the
ISTE Standards for Students (2016)
focused on seven components emphasiz-
ing the skills and qualities students should
have to thrive in a digital world. These
skills and qualities include becoming an
empowered learner, digital citizen,
knowledge constructor, innovative
designer, computational thinker, creative
communicator, and global collaborator.
Each standard describes what students
should be able to achieve with technology
as a catalyst. Ultimately, teachers should
be designing instruction with the goal of
meeting both the physical education and
technology standards for students. These
do not need to be isolated events, because
students can simultaneously achieve both
sets of standards through creative
attention.
There are a variety of technology tools
available for use in physical education
that can aid students in the achievement
of K–12 physical education standards.
Some of these tools are generic to all
subject areas, such as using computers,
tablets, digital video, and the Internet,
while many are specific to physical
education, such as activity monitors,
active gaming, and physical-activity-re-
lated applications. We can use these
technologies to achieve the physical grade-level outcomes for physical modern recommendations due to revised

education standards while also attending
to the desired skills needed to thrive in
our technologically rich society listed in
the ISTE Standards for Students (2016).
For example, the first physical education
standard states, “the physically literate
individual demonstrates competency in a
variety of motor skills and movement
patterns” (SHAPE America, 2014, p. 1),
and the ISTE standard 1C for Empowered
Learner states, “students use technology
to seek feedback that informs and
improves their practice and to demon-
strate their learning in a variety of ways”
(ISTE, 2016, p. 1). In this case a student
could meet both standards simultane-
ously through the use of skills-analysis
apps such as Hudl Technique to provide
self or peer feedback on motor-skill
proficiency. This application idea could
be even more specifically accomplished if
education are considered. For example,
S1.E21 states students in fifth grade
should “demonstrate mature patterns in
kicking and punting in small sided
practice task environments” (SHAPE
America, 2013, p. 9). In this case the
students could use skills-analysis apps to
provide peer feedback to one another,
specifically looking for the mature pattern
during a kicking practice task.
The idea of connecting physical
education and technology standards is not
new. Mohnsen shared similar ideas in
2005, providing suggestions for address-
ing the National Standards for Physical
Education and the National Educational
Technology Standards for Students
through the use of camcorders, computers
and pedometers (Mohnsen, 2005). While
many of the ideas presented in 2005 are
still relevant today, there is a need for new,
Technology Tips
standards and technology’s rapid
evolution since then.
The matrix presented in this article
provides 35 examples of ideas for
applications of a variety of technology
tools that simultaneously meet one
physical education standard and one
technology standard (see Table 1). Note
that the technology standards have
specific indicators (i.e., substandard)
listed to narrow the focus for the
technology use. The ideas presented in
the matrix span across the K–12 grade
levels and can be altered to meet the
specific context of individual programs.
Conclusion
The purpose of this article was to
provide suggestions to meet both physical
education and technology standards for

Table 1. 
Ideas for Students to Achieve Physical Education and Technology Standards
National Standards for K–12 Physical Education (SHAPE America, 2014)
1. The physically 2. The physically 5. The physically
literate literate individual 3. The physically literate individual
individual applies literate individual 4. The physically recognizes the
demonstrates knowledge of demonstrates the literate individual value of physical
ISTE Standards for
competency in a concepts, knowledge and exhibits activity for health,
Students (2016)
variety of motor principles, skills to achieve responsible enjoyment,
skills and strategies and and maintain a personal and challenge,
movement tactics related to health-enhancing social behavior self-expression
patterns. movement and level of physical that respects self and/or social
performance. activity and fitness. and others. interaction.
1.  Empowered Learner Use skills analysis Use video Set semester-long Record and upload Research and
a.  Develop goals apps (e.g., Hudl cameras to during fitness goals using a video to an online present a mobile
b.  Develop learning Technique) to a 3 v. 3 scenario physical activity platform (e.g., application that can
environment provide self or to exchange trackers and monitor Flipgrid) be used outside of
c.  Practice feedback peer feedback on performance progress (ISTE 1a) demonstrating a class to promote or
d. Understand motor skill feedback on “give specific skill for maintain physical
troubleshooting proficiency (ISTE and go” drills peers to view and activity or health
operations 1c) (ISTE 1b,c) provide a respectful (ISTE 1d)
comment
(ISTE 1c,d)
2.  Digital Citizen Engage in a Produce and Manage personal ‘Like’ or ‘upvote’ Share weekend
a.  Cultivate digital responsible online upload a video to a and privacy data posts on social physical activity
identity discussion board platform (e.g., settings on wearable media related to participation via a
b.  Engage in thread in YouTube) that devices or accounts physical education social media post
responsible social response to highlights a (e.g., Polar or or health (e.g., (ISTE 2b)
interactions viewing a concept, principle, Garmin devices) Pinterest or Twitter)
c. Understand YouTube video on strategy, tactic, or (ISTE 2d) in a responsible
intellectual motor skill topic (ISTE 2a) and ethical manner
property performance (ISTE 2b)
d.  Manage personal (ISTE 2b)
data
(continued)

JOPERD 53
Technology Tips
Table 1.
(Continued)

3. Knowledge Create an Research Evaluate the Use the internet to Produce public
Constructor electronic portfolio strategies and credibility of explore and curate service
a.  Employ research throughout the tactics of a given fitness-related (e.g., Google Doc) announcement
strategies semester that activity or sport advertisements on solutions to bullying videos aimed at
b.  Evaluate data, includes videos, from credible online social media outlets in physical increasing physical
media, and other pictures, and sources to be (ISTE 3b) education and activity by detailing
resources other artifacts on implemented in sport settings (ISTE its benefits
c.  Curate information motor skills and class (ISTE 3b) 3a,c,d) (ISTE 3d)
d.  Explore and movement
theorize solutions patterns
for real-world (ISTE 3c)
issues
4.  Innovative Designer Test the Use video Create an Plan, create, and Design a plan using
a. Implement capabilities of analysis (e.g., augmented reality test low or medium digital tools (e.g.,
deliberate design different skills Tactical Pad) to game (e.g., technological ways Google Calendar) to
processes analysis apps on evaluate and Metaverse) that of making stay physically
b.  Manage a design the assessment of solve various incorporates equipment active over the
process a particular motor strategic and physical fitness accessible for summer months
c.  Develop, test, and skill (ISTE 4c) tactical problems activities (ISTE 4a) students with with specific ideas
refine projects in a teaching visual, hearing, or for challenge,
d.  Exhibit tolerance games for physical self-expression,
for open-ended understanding impairments social interaction,
problems unit (ISTE 4d) (ISTE 4c) etc. (ISTE 4b)
5. Computational Use video Review playback Use heart rate View videos Collect and analyze
Thinker analysis tools videos of game monitors to collect depicting data (e.g., Excel)
a. Formulate (e.g., Coach’s play and extract and analyze their irresponsible or from friends, family,
problem definitions Eye) to identify key tactics and own physical activity disrespectful and community
and find solutions and analyze the strategies of the data and use the behavior in physical members regarding
b.  Collect, analyze, essential cues of opponent and associated software/ education and what physical
and represent data a motor skill themselves for app or Excel to determine steps the activity they engage
c.  Extract key (ISTE 5c) improvement display the data in a students should in and how
information (ISTE 5a) graph (ISTE 5b) take to resolve the frequently (ISTE 5b)
d.  Develop a series issues (ISTE 5c)
of steps to answer
a problem
6. Creative Demonstrate Present a specific Produce a public Create a digital Record a role-play
Communicator knowledge of tactic or strategy service collage of photos video depicting
a. Choose motor skills via through a video announcement (e.g., representing scenarios of
appropriate choice of video, share (e.g., podcast) detailing responsible physical activity for
platforms podcast, or FlipGrid), the importance of behavior in physical health, enjoyment,
b.  Create original infographic providing oral and achieving and education (ISTE 6b) challenge, self-
work (ISTE 6a) demonstrative maintaining health expression and/or
c. Communicate explanations related fitness social interaction
complex ideas and examples (ISTE 6d) (ISTE 6c)
d.  Publish or present (ISTE 6c)
content for
audiences
7.  Global Collaborator Use the internet to Participate in Develop a digital Collaborate with Communicate with
a.  Connect with research sports or geocaching as a fitness map that community a virtual pen-pal
learners from a dances from team to find or includes organizations via from another
variety of different cultures create specific opportunities to video, email, or country and share
backgrounds and demonstrate locations in the develop health other platform to popular physical
b.  Collaborate with to the class community related fitness in the help determine activities with one
digital community different skills and (ISTE 7c) local community rules and behavior another (ISTE 7a)
members movement patterns (ISTE 7b) expectations for
c  .Contribute to associated with recreation leagues
projects their chosen (ISTE 7 b,c)
d.  Explore local and activity (ISTE 7a)
global issues

54 Volume 91 Number 7 September 2020

students. The ideas offered here provided
only one example for each standard,
which can be modified to the educator’s
strengths and resources. There are
virtually endless possibilities for students
to achieve both sets of standards.
Additional ISTE standards exist for
educators, education leaders (e.g.,
administration), and technology coaches.
Based on ISTE standards for educators, all
educators are encouraged to be a digitally
literate (1) learner, (2) leader, (3) citizen,
(4) collaborator, (5) designer, (6)
facilitator, and (7) analyst. ISTE standards
should be introduced to future physical
educators to expose appropriate uses of
technology early in their career (Leight &
Bechtel, 2010). Just as physical education
standards address the need for physical
literacy, technology standards address the
need for digital literacy (Cox & Meaney,
2018). Both physical and digital literacy
will continue to complement each other
as technological advances provide
innovative ways of teaching and learning.
ORCID
Jennifer M. Krause https://orcid.org/
0000-0002-4087-0014
JOPERD
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55