Technology and Media Revision

Overview

This 60-minute session revises Topic 8 (Technology and Media in Sport) with 12 sixth year students, aligned to the Irish National Curriculum for Physical Education (PE) and the Junior Cycle Framework. It integrates understanding of emerging technologies in sport, media’s role, and critical evaluation of both. The plan fuses kinaesthetic learning with critical thinking and collaborative discussion to meet curriculum competencies.

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Learning Objectives

By the end of the lesson, students will be able to:

• LO1: Explain key advancements in technology used in sport and their impact on performance and fairness. (Junior Cycle PE Specification, Strand 2: Physical Education concepts and principles)
• LO2: Analyse the role of media in shaping sports culture and public perception in Ireland. (Strand 3: Societal and Cultural Perspectives)
• LO3: Critically evaluate ethical considerations and potential drawbacks of technology and media in sport. (Strand 3, critical thinking competency)

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Curriculum Alignment

• Junior Cycle PE Framework:
  • Strand 2: Application of knowledge of fitness, technology, and movement principles
  • Strand 3: Exploring socio-cultural influences, media impact, and ethical issues in sport
• Key Competencies:
  • Managing Myself (self-awareness of media influence)
  • Staying Well (ethical use of technology in sport)
  • Being Creative and Critical Thinker (analysing media & tech critically)
• Assessment Focus: Reflective discussion, group presentations, active engagement

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Resources

• Whiteboard & markers
• Projector/screen for short video clips
• Pre-prepared worksheets summarising technologies (wearables, VAR, Hawk-Eye, etc.)
• Sample media articles/headlines on Irish sports coverage
• iPads or tablets (if available) for research portion or printed summaries
• Flipchart paper and markers for group work

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Lesson Structure

1. Introduction & Starter (10 minutes)

• Begin with a brief interactive quiz on key sport technologies and media terms using mini whiteboards or shout answers aloud.
• Use quick questions like: "What is VAR used for?", "Name one wearable tech in sport", "How does social media influence sport fans?"
• Recap learning outcomes and the importance of the topic in modern sport.

2. Exploration: Technology in Sport (15 minutes)

• Split class into 3 groups (4 students): Each assigned one technology area:
  • Group 1: Performance tech (wearables, GPS tracking, biomechanics)
  • Group 2: Officiating tech (VAR, Hawk-Eye, goal-line tech)
  • Group 3: Media tech & broadcasting advances (live streaming, social media, apps)
• Provide each with sheets/handouts summarising uses, pros, cons, and ethical considerations.
• Groups discuss and prepare quick 3-minute presentations highlighting impact on sport and ethical questions.

3. Group Presentations & Class Discussion (15 minutes)

• Groups present their findings focusing on:
  • How technology/media improves or changes sport
  • Ethical implications (fairness, privacy, access)
• Class engages by asking questions and adding own insights, guided by teacher probing.

4. Critical Thinking Activity: Media Bias & Impact (15 minutes)

• Present two contrasting media headlines/articles covering the same sporting event (e.g., a controversial referee decision).
• In pairs, students analyse:
  • Language and tone used, potential bias, influence on public opinion
  • Discuss how media framing can affect athletes and fans
• Pairs share findings with class briefly. Teacher links back to curriculum strand on cultural and societal perspectives.

5. Consolidation & Reflective Assessment (5 minutes)

• Students individually write a short reflection answering:
  • "How does technology and media shape your experience and understanding of sport?"
  • Optionally, include one question or concern about future tech/media developments in sport.
• Collect reflections for informal assessment of learning.

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Differentiation

• Support: Provide scaffolded handouts with key vocabulary and guided questions for students needing extra help.
• Extension: Challenge advanced students to consider emerging AI/VR technologies and predict future ethical issues.

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Final Notes

This plan emphasises active learning, critical reflection, and collaboration—all core to IE Junior Cycle PE capabilities. It moves beyond simple recall to driving curiosity about technology's evolving role in sport, media literacy, and ethical thinking to prepare students for lifelong engagement with physical activity and sport culture.