Digitech and ICT across the curriculum

In this article, we connect with Digital Learning and Teaching Victoria (DTLV) to discuss how technologies and the Digital Technologies Curriculum can be implemented into physical education lessons.

When starting the implementation of digital technology, keep it simple. Focus on one concept and do that well. Then build your skill as you feel comfortable. It is important to ensure the technology does not take away from the lessons but rather it assists the intentions of the lesson. Try not to fall into the trap of simply implementing the next “shiny thing”. Evaluate the technology and ensure it marries to your pedagogy and the curriculum. Remember to honor the curriculum, both Physical Education and Digital Technologies Curriculum.

The activities below are aligned to the 5-6 and 7-8 Curriculum to demonstrate how the lessons can align to primary and secondary schools. The activities and suggestions have been selected so they are easily modified across different levels.

Note: further investigation is required to ensure they align with the specific curriculum and area. Activities may need to be modified to ensure content descriptions and achievement standards are met.

STARTING OUT: Recording and using video

Video can be a valuable resource as a means to provide feedback. Students can film themselves when they are attempting to master a skill. Students can watch back the video footage or use a video delay app for providing self-feedback about their skill and technique. These videos can also be used as documentation and evidence when assessing students’ abilities and writing reports. Provide time in the beginning for skill development or review before you introduce the video tools to help with self-feedback.

Once students understand the expectations of using the technology, it will become part of the lesson. In a secondary school setting, the media teacher may support you in the initial stages. Note: this does not directly align to the digital Technologies Curriculum. Consider this type of activity an introduction to start the process of using technology in PE classes.

Devices that will allow students to record videos and take pictures. iPad stand is helpful if you have one iPad set up at a station.


Data collection aligns to multiple areas of the curriculum, including the Digital Technologies Curriculum. P.E. sessions can be used as the focus to collect data. Collect data on times, events, distances, participation on various activities, or body angles etc.

This will depend on data that can be collected from the event you are completing or skill the students are developing. This could also be collected at any sports carnivals or events conducted in the local community. Data collected over time could take performance times or skill development. This data can be used as a resource for feedback opportunities.

A project like this allows collaboration across multiple curriculum areas. Data can be collected within a P.E. session and collated and turning into information elsewhere. For example, a SEPEP unit (student driven sports competition) could lead to data being collected in class, which is analysed by students in Mathematics or Science. This could be achieved through Mathematics lessons or completed if your school has a dedicated Digital Technologies Specialist or classroom teacher to manipulate the data with the students.

Data can be collected on hard copy or inputted into a software program like Microsoft Excel or Google Sheets, Microsoft Forms or Google Forms. This will depend on the available resources at the school. If access to devices cannot is not possible, students can gather data on a readymade hard copy worksheet.

Depending on the data you want to collect devices may be needed e.g. stop watches or heart rate monitors. Once the lesson moves to the collation part be sure to ensure software programs are used to satisfy the requirement found in the Digital Technologies Curriculum.

GOING FURTHER: Virtual Reality and Programming

Virtual Reality can allow students to be immersed in experiences that they may not be able to physically get to. It may provide students with the opportunity to test out decision making skills before implementing into real live activities. Life Saving Victoria has created some resources that help to integrate VR and immersive experiences into lessons. VR was used as a way to introduce students to environment and expectations when visiting a swimming pool or open water for the first time.

VR doesn’t have to be expensive you only need two or three headsets as a module for students to rotate through during a lesson. Check out local libraries to borrow some or subject areas may already have purchased a small collection for students.

Robotics and Programming

Robotics can be used to make decisions on how to move safely in an environment (picking up ques and scanning the environment) to move safely. Robtoics can be used to recreate beach and open water scenes. Using movable robotics (such as Spheros) to program the robot to swim between the flags, to swim through a rip or even rescue a swimmer. Don’t have access to robotic equipment yet? Start by writing out the algorithms (algorithms are a set of explicit instructions) through diagrams like a mind map or flowchart. Technology can be programmed to keep count and track of movements such as step counting.

Micro:bit  and other sensor devices can be programmed to automatically count steps. The programming part of the activity can be completed in another session (similar to the data example) and the use of the technology can be implemented as a practical use in the P.E. sessions.


Curriculum links:

Year Level

Health & Physical Education

Digital technologies

Levels 5-6

Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences (VCHPEM119)

Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (VCHPEM121)

Acquire, store and validate different types of data and use a range of software to interpret and visualise data to create information (VCDTDI028)  

Design, modify and follow simple algorithms represented diagrammatically and in English, involving sequence of steps, branch and iteration (VCDTCD032)

Develop digital solutions as simple visual programs (VCDTCD033

Levels 7-8

Use feedback to improve body control and coordination when performing specialised movement skills (VCHPEM133)

Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (VCHPEM136)

Modify rules and scoring systems to allow for fair play, safety and inclusive participation (VCHPEM141)

Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (VCDTDI038)

Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (VCDTCD042)

Develop and modify programs with user interfaces involving branching, iteration andfunctions using a general-purpose programming language (VCDTCD043)

If you have questions about using ICI in your HPE classes, please get in touch with a member of our PL team.

Article contributors:

ACS ICT Educators Program works with schools and teachers to develop material to support the Digital Technologies Curriculum. Join for free to access resources and connect with teachers. More information about the program can be found here >>

Digital Learning and Teaching Victoria (DLTV) is a community with access to professional learning, support, advocacy and a vibrant network of passionate educators providing innovative and comprehensive professional support to all educators from pre-service teachers to principals, covering early years to careers. More information about their association can be found here >>