• Education Profile

    Tacklesport (Consultancy) Ltd designs, develops and delivers Physical Education and Sport multimedia resources / software to schools and colleges. Indeed, since its establishment in 1994, the company has been recognised as the quality provider of bespoke and effective PE and Sports related interactive multimedia resources to the education market.

    With experience of education and Physical Education teaching in particular, we recognise the need for easy to use, effective resources designed to make teachers’ hectic lives simple and stress free! Our bespoke resources give teachers the ultimate tools to deliver effective and enjoyable PE lessons in both Primary and Secondary education.

    The resources match the PE National Curriculum key concepts and processes, and applications such as our lesson plans, interactive game planners and skills assessment tools will help evaluate performance and skills, keep records of achievement and student progress and address key elements within Physical Education and Sport.

    At Tacklesport we believe in developing sustainable, cost effective, ‘fit for purpose’ solutions that satisfy the needs of teachers. Our software has been developed with input from acclaimed educational and sports experts and is highly recommended. An attention to detail combined with a desire to ‘get inside’ the subject means we continue to produce original, effective and successful solutions for a wide range of PE and Sports related topics.

     ”As winners of the 2006 Sports Colleges Innovation Award we are delighted that we now have the full range of Tacklesport’s products. The animated skill drills series has been invaluable in helping both teachers and pupils plan their lesson and practices and has been particularly useful for GSCE and A Level PE.

    We are presently using :

    •  Observing Children Moving  with first schools to support KS1 teaching of fundamentals and aesthetics.
    • We are using the Fitness & Health software to support work in KS3/4 during activities as well as in our health module
    • We have used the KS1-2 Learning through Games Football to support professional development of colleagues in local schools
    • We have used the TTA ICT for ITT to support professional development of colleagues in local and regional workshops”

    John Hunfress
    Director of Sport – Droitwich Spa Sports College

     

    Physical Activity and Physical Education: What’s the Difference?

    Questions are routinely asked about an understanding of Physical Activity and Physical Education, and whether they are the same thing or something completely different. The paper ‘Physical Activity, Exercise, and Physical Fitness: Definitions and Distinctions for Health-Related Research’ (CARL J.CASPERSEN, PhD, MPH KENNETH E. POWELL, MD, MPH GREGORY M. CHRISTENSON, PhD) provides a useful reference point and defines Physical Activity as ‘any bodily movement produced by skeletal muscles that results in energy expenditure’. Physical Education on the other hand may be considered to develop the knowledge, movement skills and attitudes to be active and healthy for life. The QCDA suggests this occurs through engagement in a range of physical activities that require participants to think about what they are doing, and to analyse situations, make decisions and reflect on their actions in order to perform successfully.

    At Tacklesport, we consider physical education at the heart of children’s development and have sought to develop resources with this in mind.

    Embedding ICT in Physical Education / Using ICT in Physical Education

    Tacklesport interactive multimedia resources assist teachers in their use of ICT within a quality physical education programme. Given that physical education is, above all, about activity and movement it is possible teachers may not automatically think of ICT as a natural partner. However, physical education can benefit from the integration of ICT.

    The use of ICT in physical education (PE) at Key Stages 3 and 4 became compulsory in September 2000 and, although it is not compulsory at Key Stages 1 and 2, ICT can make a significant contribution to teaching and learning in both primary and secondary schools.

    This starts with a knowledge and understanding of 3 principles applicable when considering using and or implementing ICT in Physical Education:

    • Does the use of ICT support good practice in teaching PE?
    • Is the use of ICT directly related to the teaching and learning objectives?
    • Does the use of ICT allow the pupil (or teacher) to achieve something that could not be done without it? (effective and efficient learning & teaching)

    The principles are important whether ICT is used by all pupils (individually, in groups or as a whole class), by some pupils only or by the teacher only. Also of relevance is an understanding that children are now born into a technological world – where once a computer was a device to be used, technology is now a whole way of life and children are engaged with it from birth; where once the application of technology might have been an option it is now a requirement. It is therefore necessary to recognize and apply ICT opportunities in everyday teaching. Examples include development of teacher and pupil ICT skills, use of information management systems and engagement in effective learning & teaching processes.

    Effective use of ICT improves the amount of information pupils retain through visual, auditory & kinaesthetic learning channels. This has an impact as learning and teaching can become more focused and pupil centred. Through appropriate use of ICT pupils are able to promote and develop ownership of their work and the directions they choose to take. This can have a positive effect on their motivation and degree of engagement, helping in their choice of learning style and promoting greater independence.

    Resources developed by Tacklesport, including both our own titles as well as resources developed for clients, embrace these fundamental principles – YoUR sport, designed and developed by Tacklesport for the Youth Sport Trust is one example. Both teachers and pupils are able to engage with the resource, plan, organise and take part in practical learning experiences.