Podcasting in Physical Education Teacher Education by Mike McNeill, Swarup Mukherjee & Gurmit Singh, National improved significantly. As it is common knowledge that students Institute of Education, Nanyang Technological University, learn in different ways, the auditory experience of podcasting Singapore offers another avenue for learning (Honey & Mumford, 2006). Therefore, the purpose of this study was to explore and evaluate Abstract the social, emotional and pedagogical efficacy of podcasting as a This paper assesses the role of podcasting in a postgraduate potential enhancement for PE in teacher education. physical education teacher education (PETE) program. Twice Podcasting was added on top of all the normal pedagogical weekly podcasts reflecting student teachers’ participation in deliverables (such as lesson notes, lesson discussion and debriefing) a games education module were made available shortly after in a foundation course called ‘Principles of Games’. The course instruction. Podcasting was used to enhance the social, emotional promoted an understanding of tactical awareness through a variety and pedagogical dimensions of games for these students. After 12 of different game-play experiences for student teachers to translate weeks of instruction, feedback on the intervention was provided into suitable content for pupils in schools. Aspects of curriculum through completion of a short survey. The survey was followed by models such as Teaching Games for Understanding (TGfU: Thorpe a focus group interview involving a randomly selected group of six. & Bunker, 1986), Game Sense (den Duyn, 1997), Games Concept Findings revealed that the majority rated podcasts highly in terms Approach (GCA: CPDD, 1999), Play-practice (Launder, 2001) of being educationally helpful, conceptually enriching, and ‘worth and Sport Education (Siedentop, Hastie & van der Mars, 2004) looking forward to’. Postgraduates also suggested that podcasting were introduced to a new cohort of PE professionals. substantially supported preparing for tests and examinations, Principles of play, as well as creatively designed packages for strengthened the teacher-student relationship, and had the potential invasion clusters, were experienced by the student teachers with the to develop the physical education (PE) curriculum in schools. The average child in mind. In the ‘Developmental Hockey’ component, preliminary results for games learning in PE were promising. for example, a range of options from deck hockey (using dusters Key words: ICT, pedagogy, game-play and quoits) to puckball (a fusion of ice hockey and floorball played on an indoor wooden court) and culminating with field hockey As Information Communication Technology (ICT) takes an allowed students to experience a much wider range of activity ever increasing role in our everyday lives, educators are challenged and game play within a hockey cluster. Similarly, ‘Developmental to make this a reality in the pedagogy of the 21st Century. Can Rugby’ explored variants of the code through sogger (a mixture of Physical Education (PE) afford to avoid making this leap of faith, rugby and soccer), buntball (a fusion of Speedball with modified is a question that confronts the profession. While students become Aussie Rules), and ended with touch rugby. Whereas the ‘hockey’ more internet savvy in their day-to-day existence, PE has to grapple exposure featured small-sidedness as an important pedagogical with such technological advances to maintain its relevance in feature, the ‘rugby’ experience used larger numbers, but included their lives. How can technological advances be achieved without several balls simultaneously in play. Sogger, for example, compromising the key domains of fitness, performance and sport? began with nine balls (eight soccer and one rugby), and reduced Several internet facilities such as online discussion boards incrementally to three rugby balls, then one. that involve discourse analysis, assignment drop-boxes, and the A 2009 Nielsen Media Index survey (The Media Group, 2009) role of urls for selecting appropriate websites are familiar ways of internet behaviors declared that “Singaporeans are [sic] more of enhancing Physical Education Teacher Education (PETE). wired up than ever,” especially Generation Y, whose age range However, these technologies may not be going far enough! (15-29) covers the majority of the participants involved in this Although some research on the role of ICT in education has been study. Nielsen reported that 53% of Generation Y participated published (Abt & Barry, 2007; Campbell, 2005; Lazzari, 2009; in social networking portals, such as podcasts, compared to 20% Malan, 2007), a literature search revealed that little has been of generation X (30-44 years old). This statistic indicated a good conducted in the domain of PE. match between the internet behavior of the postgraduates in the Of the many technological resources available, podcasting has study and the technology being evaluated. emerged as a teaching and learning tool that is easy to deliver and has the convenience of access. However, the related literature Method suggests some ambiguity about the efficacy of podcasting. On Podcast – the Instrument one hand podcasts were seen as unpopular (Cann, 2007), without A 36-hour foundation course, Principles of Games, was taught significantly affecting learning (Abt & Barry, 2007; Deal, 2007), twice a week with a single and a double hour combination of while on the other they were reported to be supportive (Evans, 2007; intensely practical lessons. After each lesson, a podcast was Malan, 2007). Evans and Malan claimed that students’ feedback generated using a script of the salient pedagogical features that was more enthusiastic about this medium than traditional methods were implemented, discussed or alluded to in class. The script was and Kutz, Fenwick, and Ellsworth (2007) stated that final grades enhanced with commentary based on the teacher’s observations of 1 Journal of Research Podcasting in PETE individual as well as group performance or critical incidents that only one respondent mentioned access to a website in another occurred during play. Issues, anomalies and questions that arose in game-related module, reinforcing the paucity of ICT in PETE the post-lesson debrief were also included in the podcast summary practical instruction. Everyone (100%) listened to the podcast to add a sense of humor, déjà-vu and relevance to the context, as alone, not with friends or in groups, and the majority (70%) well as a source of “deepening” (Lazzari, 2009, p. 29). listened to them at home. The other major engagement away from home was while driving or exercising (25%). When asked about Delivery the convenience aspect of listening to the podcast, there was almost Although the process of publication was somewhat time- an even distribution between tuning in ‘the same week’ (45%) and consuming, this inconvenience was tempered by the knowledge listening ‘over the weekend’ (55%). that the podcasts would become more-or-less a permanent The lowest response on quantity of podcast access was ‘half’ resource for faculty as well as students. The podcasts, ranging in (5%), whereas just over a third (35%) said ‘many’, and the time from three minutes, 45 seconds to seven minutes for every majority (60%) reported listening to ‘every single one’ of them. session, were available within a day of the practical and forwarded This question produced an M=4.6 on a five-point Likert scale and to the students’ e-mail accounts. ‘Audacity’ was the software used resonated with Lazzari’s (2009, p. 33) study which referenced the to capture the commentary and this was converted into an audio- commitment and ‘high level of engagement within the podcasting file by Posterous.com. This system was relatively smooth, was project’. easy to use and was proven to deliver very good quality sound. To The media delivery platform (Audacity) was rated M=4.5 on a attract attention to each podcast a separate group sms (text) was 5-point Likert scale: good (10%), very good (30%) and excellent simultaneously delivered to the students’ cell phones. (60%). The audio quality was similarly rated as M=4.4 (good, 10%; very good, 40%; excellent, 50%). Participants From a social and emotional perspective, the postgraduates were The participants were first year PETE students in a Post- asked to rate the podcasts from ‘irritating’ (1) to ‘worth looking graduate diploma program. The student cohort was divided into forward to’ (5) and the results indicated that 10% were ‘neutral’ two equal groups of 20: One group became the experimental (3) about this question, 60% found them ‘enjoyable’ (4) and 30% group and the other the control group. Each group had a different reported that the podcasts were ‘worth looking forward to’ (5: teacher, but both teachers, who had taught this course together M=4.2). On a similar scale ranging from ‘awful’ (1) to ‘awesome’ previously, used the same course outline and sequence, materials (5), a quarter of the postgraduates (25%) responded about the and resources. The role of the podcasts was initially explained to content as ‘satisfactory’ (3), half (50%) as ‘really interesting’ (4) the experimental group simply as an enhancement, in addition to and the remaining quarter as ‘awesome’ (5: M= 4.0). the normal course materials and tutorials that both groups would When asked if the material was educationally helpful: 15% receive. The experimental group participants were requested to responded with ‘OK’ (3), 50% with ‘very helpful’ (4), and 40% protect the podcast content as a private arrangement. as ‘exceptionally helpful’ (5: M= 4.5). The most popular response from the postgraduates revolved around the aspect of consolidation, Survey and Focus-Group Interview reiteration, and reinforcement. The second most popular response After the end of course test, the experimental group was suggested that the podcasts were important for reflection, as the subsequently invited to attend a briefing to further describe the lessons were very dynamic with an intense pace that presented intervention and complete a survey. The survey was administered insufficient time to spontaneously internalize everything that was by a neutral faculty member, not a part of the cohort instruction or happening or why! Thirdly, in agreement with Lazzari’s (2009) program administration, nor directly known to the students. The finding, the podcasts are perennial and offer convenient access students were briefed about the purpose of the survey and informed at anytime and as such were invaluable as resources before that it was voluntary (they could withdraw at any time without tests or exams. Some stated that the podcasts were beneficial penalty) as well as confidential (no names were submitted). All of for visualizing the content as well as for elaborating on the key the students were able to provide consent (over the age of 21) and teaching/pedagogical inputs: in Lazzari’s words (2009, p. 31) they were capable of making this decision without any duress. had a ‘positive impact on their learning process and reduced their After the survey was completed, the same faculty member stress before the exam.” Arising from this, other respondents felt randomly selected a group of six (every third member on the that the podcasts would be of significant value during a teaching class roster) for a focus group interview. This whole process of practicum (TP) as they could act as a constant reminder of what, completing the survey and interview was managed in less than how, where and when to enact the principles of game play. an hour. The survey included 17 questions, many using a five- To investigate the impact of podcasting on learning, an point Likert scale, with several seeking clarification of the graded independent t-test was conducted on the grades from both the response. experimental as well as the control group. SPSS17 found no significant difference between the two groups in overall marks (t= Results and Discussion -3.162, df 38, p =.650), or test scores (t= -.963, df38, p =.883), Survey Findings whereas there was a significant difference in the assignment marks A significant majority of postgraduates (80%) were not (t= -5.839, df 38, p=.011). Although the final grade statistic would receiving any ICT support in PE beyond this course. No other suggest agreement with Deal’s (2007) finding of no measurable course was engaging the students in blogging or podcasting and improvement, the assignment statistic, which supports Evans volume 5, issue 1 1 Podcasting in PETE (2007) finding of grade improvement, may have nothing to relate the opportunity to expand on them. This served an even more to podcasting, but leaves the door open for further investigation of important function for students who were absent from class or this effect. who were engaged in external training (athletic) development Intermittent anecdotes arising from questions and opinions programs. One group member even stated that s/he became expressed during lesson debriefing or from class performances too reliant on the podcasts to the detriment of the other course and/or idiosyncracies observed during class made the podcasts materials. The group was unanimous about the impact of podcasts more personal and alluring. All of the students (100%) reported for examination revision and how significant they were in this that the podcasts accurately represented what they had experienced process. Access ‘while driving’ and ‘when exercising’ were also and were consequently authentic resources for them. mentioned as positive features of the versatility and convenience of In relation to a question about learning, where the podcast this technology-‘anywhere, anytime’ was the anthem reverberating contributed to an extension of ‘game-sense’ or ‘increased around the forum. understanding’, 5% reported ‘not much’ (2), 10% were ‘neutral’ The Focus Group interviewees were unanimously of the opinion (3), 45% said ‘a little’ (4) and 40% reported ‘a great deal’ (5: M= that podcasting strengthened the teacher-student relationship and 4.2). More than half (60%) reported that the material added a was therefore indispensible. The group believed podcasting was valuable element of pedagogical content knowledge (M= 4.5) and an excellent way to interact with students beyond the classroom 65% suggested that the podcasts would be useful to them in the and had potential for developing the PE curriculum in schools. future as PE teachers (M= 4.6). Finally, as an overall rank of the As there was some concern communicated about the access and podcasting experience on a 10 point scale, the postgraduates gave availability some pupils might experience, some reservations podcasting a resounding thumbs up (7=15%; 8=20%; 9=40%; about disadvantage were expressed. There was also a question of 10=25%: M= 8.75). managing such a resource when regular PE classes in Singapore As a summary, the postgraduates were asked how the podcasting have 40 or more pupils. As each teacher has multiple classes per day, procedure could be improved and there were some useful and podcasting will require logistical scrutiny and careful evaluation to interesting comments: 40% said the podcasts were ‘fine as they achieve a satisfactory level of feasibility. There might also be a were’ and could not be improved, whereas 15% suggested that dissonance in many schools where pupils are not examined in PE, ‘blogs’ for class discussion could be promoted intermittently, but and the ‘why do we have to think in PE’ brigade would represent not regularly. As the podcast was challenging to digest in one a challenge to be convinced of podcasting’s purpose and value. sitting, it was suggested that making a hard copy of the podcast Finally, one postgraduate suggested that a compilation of podcasts notes available would make this experience even more rewarding. and other technological resources in the form of a cd/dvd would One respondent further suggested that posting on i-tunes would be a wonderful souvenir for a pupil at the end of an academic be “Cooler”, while another suggested that podcasting would be a year or the end of a school program. This memento would act as tremendous aid for PE examinations in schools. a testament to the experiences acquired, as well as the knowledge and values espoused, during their PE life in school. Focus Group Interview The Focus Group Interview strongly reinforced the survey Conclusion and Recommendations findings. While mindful of a ‘Hawthorne’ (Gillespie, 1991) or Podcasting was acknowledged by this postgraduate population, ‘Rosenthal’ effect (Rosenthal & Jacobsen, 1968), the group as a significant qualitative success in terms of social, emotional members were consistently unanimous throughout, except for one and pedagogical enhancement. As a technological tool podcasting suggestion to ‘cluster’ several podcasts of a similar nature together. provided individual convenience and promoted a strong bond with This opinion was over ruled by the others, who commented on the the teacher. However, more investigation is necessary to establish unique and diverse nature of each lesson, suggesting a danger that a stronger association to ‘learning’, as this would still appear to valuable commentary may be overlooked. be unclear. Lazzari (2009) used podcasts as a student assessment Podcasts were helpful for diverse learners as not everyone tool and this represents a clear extension to the present pedagogy, rationalized their learning and understanding from the same taking the form of a regular discourse analysis. Although examining perspective, and they contributed significantly to everyone’s podcasting for grades is a possible consideration in the future, this memory bank regardless of disposition. Customization of the could easily impact on the strong social and emotional dimensions commentary to the class allowed different people to refocus their of engagement that were an outcome of this intervention; and, at principles and values in light of the bigger picture of a games the time of the study direct assessment was not an intended purpose education, something not always achieved in a conventional of its efficacy. pedagogy. 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