Our objective was to continue raising pupils’ attainment in PE by introducing the use of digital video cameras.

What did we do?

We introduced the use of digital video cameras in PE lessons with the aim of developing pupils' ability to analyse and improve their work.

We trained staff in how to use the cameras – not only how they work, but also when it is appropriate for pupils to use them. Teachers planned specific units of work carefully, identifying when to use the video cameras to enhance pupils’ learning.

Initially we worked with year 7 pupils, giving small groups their own tape that they could use to record their performances. We began by targeting gymnastics and dance, later extending this to athletic activities. We also began to use the technology with pupils throughout the school.

Pupils included recordings of performances in their portfolio. They also saved their work on the school system and then edited and compared footage so that they could analyse their progress.

To support this work, teachers developed ‘key word’ sheets and reciprocal teaching aids to help pupils focus on evaluating and improving.

What difference did we make?

The digital video cameras had a universal appeal and added a new, exciting dimension to PE. Using technology to improve their performance captured the imagination of many pupils who, in the past, had been disinterested in PE and school sport. Editing and analysing the tapes gave some their first opportunity to shine in PE lessons.

Pupils using the digital video cameras achieved higher levels in the analysing and improving strand of knowledge, skills and understanding than pupils who did not use the cameras. As a result, their general attainment in PE improved.

Talking about video footage helped the pupils’ communication skills. Their dialogue became more specific and they became more confident in sharing opinions. In general, watching and talking about their own and others’ performances helped to raise pupils’ self-esteem and ability as performers.

Teachers noted that pupils were working more independently and were developing thinking skills. Pupils felt ownership of the work and were keen to develop their performance. As a result, their attendance improved.

Many of the older pupils who used the cameras opted to take GCSE PE. They were aware of the demands of the analysis coursework for GCSE and were confident that they could do well in relation to this aspect.

How did we collect information?

We collected information to show the success of using the digital video cameras by:

• collecting video evidence
• asking pupils to complete a questionnaire
• talking to pupils
• collecting feedback from staff
• looking at attendance figures for lessons.