ABSTRACT
There has been a significant drive by the UK government to raise pupil achievement in schools through the use of information and communications technology (ICT) across all subject areas (Ofsted, 2002a). PE is no exception and you need the knowledge, skills and understanding to make informed decisions and judgements about when, when not, and how to use ICT effectively in teaching and learning and in the administration of PE (TTA, 1999a, 1999b). In this respect, the Teacher Training Agency (TTA) outlined four distinct areas to be addressed with regard to the use of ICT in subject teaching: planning; extending pupils learning; assessing and evaluating skills, knowledge and achievement; and personal and professional uses of ICT for administrative purposes (TTA, 2002).
