Technology & Media

Overview

This 60-minute session for sixth-year students revises Topic 8: Technology and Media in Sport from the LCPE specification, perfectly aligned with the Irish Curriculum Framework for Physical Education (Junior Cycle and Senior Cycle PE). The lesson will critically engage students with contemporary technologies and media influences in sport, empowering them to analyse, evaluate, and communicate insights reflecting the skills, knowledge, and attitudes expected by the IE Curriculum.

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Learning Objectives

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

• LO1: Explain the impact of technology on performance and fairness in sport (LCPE Topic 8).
• LO2: Analyse the role of media in shaping public perception and participation in sport.
• LO3: Evaluate ethical considerations involving technology and media in sport.
• LO4: Communicate informed viewpoints confidently in both oral and written formats.

Referenced from IE PE Curriculum Competencies:

• SP2: Demonstrate knowledge and understanding of concepts and principles related to physical activity and sport.
• SP3: Apply critical thinking and evaluation skills to sports contexts.
• CP4: Develop communication and cooperation in group settings.
• VES3: Reflect on the personal and societal values within physical activity contexts.

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Materials Required

• Whiteboard & markers
• Projector & screen
• Printed scenario cards (Ethical dilemmas in sport technology & media)
• Tablets/laptops (1 per 4 students) for quick research
• Walkie-talkies or similar devices (optional, to simulate communication tech in sport)
• Assessment sheet for self and peer evaluation

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Timing & Structure

Time	Activity	Details & IE Alignment
0-5 mins	Introduction & Set Expectations	Brief refresher quiz on key concepts from Topic 8. Links to SP2 (knowledge recall).
5-20 mins	Interactive Presentation & Discussion	Teacher-led presentation with embedded questions - highlight emerging technologies (e.g., VAR, biofeedback, wearables) and media roles (social media, broadcasting). Students discuss uses & impacts. Aligns with SP2 & SP3.
20-35 mins	Group Scenario-Based Activity	Groups given printed scenario cards involving ethical challenges (e.g., use of performance-enhancing tech, media bias). Groups analyse and prepare a 2-minute presentation suggesting solutions or opinions. Supports CP4 & SP3.
35-50 mins	Student-Led Debate	Two groups debate a topical statement: “Technology advances always improve fairness in sport.” Encourages critical thinking (SP3), communication skills (CP4), and reflection on values (VES3).
50-60 mins	Reflective Writing & Summary	Students individually write a focused reflection on how technology and media influence their own sporting experience and values. Quick sharing of insights on whiteboard. Embeds VES3 and consolidates learning.

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Detailed Activity Breakdown

Introduction & Quiz (0-5 mins)

• Use 5 quick questions (e.g., What is VAR? How does social media affect athletes?) projecting on screen.
• Instant student response using thumbs up/down.
• Aim: Refresh key terminology and concepts from Topic 8.

Interactive Presentation & Discussion (5-20 mins)

• Visual slides with images/videos showing:
  • Technology: VAR in football, Hawk-Eye in tennis, biometric sensors, VR training.
  • Media: Social media athlete branding, live streaming, role of journalists.
• Pose open questions: “Can technology be biased?”; “How does media affect athlete behaviour?”
• Facilitate 2-3 quick student responses.

Group Scenario-Based Activity (20-35 mins)

• Scenario examples:
  • Should a tennis player use AI-driven coaching during live matches?
  • What are the effects of exaggerated media reporting on young athletes?
• Each group reads, discusses ethical and practical implications, and writes quick bullet points.
• Each group presents their analysis and solutions.

Student-Led Debate (35-50 mins)

• Divide class into Affirmative and Negative teams.
• Debate prompt: “Technology advances always improve fairness in sport.”
• Structure: 3 mins opening statements, 4 mins rebuttals, 3 mins closing arguments.
• Teacher facilitates and encourages evidence-based arguments referencing the LCPE specification’s content.

Reflective Writing & Summary (50-60 mins)

• Students write brief reflections on:
  • Which technology or media impact do they find most influential?
  • How has their attitude changed?
• Invite 3-4 students to share reflections aloud.
• Close with teacher summarising key takeaways.

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Assessment & Feedback

• Formative: Teachers observe group discussions and debate contributions, providing immediate constructive feedback to foster critical thinking and communication skills.
• Summative: Reflective writing piece collected for evaluation using a rubric aligned to SP3, CP4, and VES3 competency descriptors in the IE PE curriculum.
• Self & Peer: Brief peer assessment on group presentations using a simple feedback form rating clarity, relevance, and ethical insight.

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Differentiation & Inclusion

• Scenario cards vary in complexity to challenge different learner levels.
• Provide glossary handout of technical terms beforehand.
• Visuals and videos support auditory and visual learners.
• Grouping rotates so all students participate actively.
• Support available for students with additional learning needs during writing.

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Cross-Curricular Links

• English: Communication skills, debate, and written reflection enhance literacy.
• Science: Technology principles around biomechanics and data analytics.
• CSPE: Exploration of media influence, ethics, and values supports citizenship education.

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Teacher Reflection Notes

• Gauge student engagement via discussion quality and debate enthusiasm.
• Reflect if ethical dimensions of technology/media in sport were fully understood.
• Consider extending with a project exploring local sports clubs' use of technology.

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This approach ensures an engaging, student-centred revision of Topic 8 compatible with Irish senior-cycle PE standards, deepening awareness of the evolving role of technology and media in sport and promoting critical lifelong learning skills.