Activity Overview: 

Middle school students examine a sport of their choice through the use of the Internet and other resources to produce a Sportsfolio. This sport is one the students would choose for lifelong physical fitness and wellness activities. They use a variety of technology resources such as a computer, scanner, digital camera, heart-rate monitors, Digi-Walkers, and software called “Dine-Healthy.” The collection of resources they use is assembled into an organized folder called a Sportsfolio.

PURPOSE: The students will be able to demonstrate and use various technology tools effectively to produce a “folio” called “Sportsfolio.” This collection of information about a sport or activity will serve as a reference when selecting lifelong physical fitness and wellness activities.


·              To learn about a lifetime wellness activity

·              To demonstrate technology skills effectively

·              To work collaboratively on a project

BRIEF DESCRIPTION: Middle school students will examine a sport of their choice through the use of the Internet and other resources to produce a Sportsfolio.  This sport is one the students would choose for lifelong physical fitness and wellness activities.  They use a variety of technology resources such as a computer, scanner, digital camera, heart-rate monitors, Digi-Walkers and software called “DINE-Healthy.”  The collection of resources used will be assembled into an organized folder called a Sportsfolio. 


(Note:  This is a unit plan that may cover several days to several weeks. Not all of the following activities/standards will appear in the video clips used.)


Curriculum Standards

National Educational Technology Standards (NETS)  Performance Indicators

The students will select a sport using the Internet. I will provide a list of Web sites for this search.  From this Internet search, they are to find as much information as possible to complete a 3 to 4 page mini-research paper.  Information should include the history of the sport, equipment used, rules of the sport and other information that will describe the nature of the sport.

Technology: 1, 2, 3, 5

Physical Education: 7

Grades 6-8: 1, 6, 8

Once sufficient information is found, the students highlight it or select it. They then copy it and paste it to MS Word and print it. They continue this procedure until adequate information is obtained.

Technology: 1, 2, 3

Grades 6-8: 1, 6, 8

The students then type their findings into a “sloppy copy” document: Students will pick out only the information that will be appropriate from the criteria listed on the scoring guide. After gathering their information, they use Word 5.1 to type their information. They set the font, spacing, and alignment according to directions from the teacher, and make sure to add an appropriate conclusion.

Technology: 2, 3, 5

Grades 6-8: 6, 8

Scanning a picture to place in their Sportsfolio: The students find a picture that relates to their sports. They then take this picture to the scanner. They save the image to the computer and print out the finished picture.

Technology: 1, 2, 3, 5

Grades 6-8: 1, 4, 6, 8

This activity will take place in the gym. The students will take pictures with the digital camera to place in the Sportsfolio. The students will place their discs in the cameras and turn the power on. Then they will press “Play.” The partners will take a picture of each other. Using the proper equipment, they must pretend they are playing the sports and then pose for a picture. Once completed, they will press “Eject” to remove the discs.They will return to the computer lab and place the discs in the computers and open ClarisWorks.  After clicking Edit/Paste, the pictures will appear.  The students print their picture and place it in their Sportsfolio.

Technology: 1, 2, 3, 5

Physical Education: 5, 7


The students will use the software called “DINE-Healthy”. They will complete the Personal Profile first, making sure to fill out the entire questionnaire. They next open the Activity Record icon by clicking “New,” then “OK.” They will then see a screen that will ask them information about an activity. On the description line, the students should type in their Sportsfolio name, for example, volleyball. They will then type in an amount of time for which they would probably play that sport. The students then click “Add” and it will show the amount of calories that are expended for that sport using that time. The students will print this information and place it in their Sportsfolio.

Technology: 1, 2, 3, 5, 6

Grades 6-8: 1, 4, 6, 8, 9

The students using the Digi-Walkers will place them on their waists and then click “Reset”. If the students are using the steps only Digi-Walker, they will only see the amount of steps taken while playing the sport during a period of 20 minutes. The students should see how many steps they have taken. To equal 1 mile, they must have 2660 steps. The 201Digi-Walker will show their steps taken, calories burned, and distance taken with those steps. The students should log these steps on a log sheet and place it in their folders.

Technology: 1, 2, 3, 5, 6

Physical Education: 2, 3, 4, 7

Grades 6-8: 2, 7, 8

The final activity will be to use the Heart-Rate Monitors. After placing the monitor on, the students first, press the “Select” button on the top right to get a measurement. They will see their heart rate at the bottom of the watch. They should next press the “3 s” button on the left side of the watch. This is the stopwatch. The students will run the time for 20 minutes while participating in their sports. At the end of the 20 minutes, they will press the “3 s” button again to stop the watch. They then press the “Select” button on the left to go to “Recall.” The students will then see the amount of time they have spent in your target zone, by seeing the triangle pointing up. They should press the red “Store” button on the bottom of the watch to see the amount of time in the zone and then below the zone. The watches are all set at the 140/180 target zone. The students will see if they can be in the zone for the entire 20 minutes. The class will then discuss to see if their activities are good cardiovascular sports. Finally, the students place the log sheets in their folders.

Technology: 1, 2, 3, 5, 6

Physical Education: 3, 4, 7

Grades 6-8: 2, 7, 8, 10

At the conclusion of all these activities, the students will organize their work in the Sportsfolio. They should put the mini-research paper in first and then all the other lessons next in the order presented. They will have to have a cover page stating the name of the project, the names of their partners, and the date. Finally, they turn it in for a grade.




iMac Computer.  Apple.  Available:

Hewlett Packard Printer.  Hewlett Packard.  Available:

Apple ColorOne Scanner.  Apple.  Available:

Sony Mavica Digital Camera.  Sony.  Available:

Heart-Rate Monitors.  Available:

<p class="Digi-Walkers.  Available:

Search Engines Used to locate the sport:

Yahoo. Available:

Altavista.  Available:

Webcrawler.  Available:

Excite.  Available:

Infoseek. Available:

Search.  Available:

or they may select  their  sport and type it, example:

DINE Healthy. Published by DINE Systems, Inc.  Available:   Phone : (800) 688-1848

Click Art.  Incredible Image Pak 65,000.  T/Maker Company.  Available:


MMS Girls Physical Education

Sportsfolio Scoring Guide


Hour ______________

Project Score ________

Your Project will be evaluated according to the following criteria:

1. Content/Clarity of Subject material

2. Use of a Variety of Technology Tools in the Project

3. Craftsmanship: Neat, Organization of Subject Material

Outstanding   = 3

·       Provided a clear demonstration of accurate work of the history, knowledge of the rules, an understanding of the sport.

·       Displayed outstanding work habits during the preparation of the project.

·       Provided an end product of the highest quality using technology.

Proficient   = 2

·       Provided a demonstration of accurate knowledge of the sport.

·       Displayed adequate work habits during the preparation of the project.

·       Provided an above average product using technology. 

Apprentice  = 1

·       Performance demonstrated a lack of essential knowledge about the sport.  

·       Displayed a low level of effort during preparation of the project.

·       Lack of technology used in the project.


I first got the idea from a technology workshop at Ball State University in the summer of 1997. The session I attended was called “Personal Sport Study” by Carol Chestnutt from Simmons Middle School in Alabama.

Patty Bounous, Monett R-I School, Monett,


  This activity fits into the unit and course outline during the spring semester of the school year.  It enhances the health aspect of the Missouri Assessment Plan set forth by DESE (Department of Elementary and Secondary Education) for the state of Missouri and its Show Me Standards for Education that were set forth in 1993.

This is a reenactment. This project is done during the spring semester.  The students will be demonstrating the lessons that occur over a 12-week time frame.  Each lesson takes at least 2 computer lab days to complete.  There are 6 lessons they must do to complete the Sportsfolio paper. For the video purposes, we have condensed the lessons to show all of the process.


This is my third year with this project. One of the great insights that I have discovered is the fact that I was a novice regarding technology several years ago.  By attending as many workshops offered within our district, I improved my teaching of this project, and in turn the students have taught me how to operate and learn several skills.  For example, I had attended a workshop introducing the scanner and its uses in the classroom. Well, by the time I used it for this project, the students had already learned it in their computer class, and they had to assist me with the specifics of the operation.  This happens because I do not work all day with computers and other technology tools.   

Technology Resources:

I have had the good fortune of having the opportunity to serve on the Goals 2000 committee for the betterment of Health/Physical Education in Southwest Missouri.  My school served as a model site school and therefore was able to attain many of the technology resources mentioned below.  Our school has a computer lab, which contains 24 computers and is accessible to all teachers at that campus. We sign up for the lab.

·        Computer/Printer- This is the main resource for the development of the project.  Also, The computer is available to all teachers and since I have the students every day all year,  I thought this would be another way to learn about a lifetime activity.  The lab has 24 computers and my class size is usually between 35-40. Also, this enabled the students to do something different than they do daily.

·        Scanner- To locate then scan a picture of their sport to place in the Sportsfolio.

·        Digi-Camera- I take a picture of the students simulating their sport in the gym, then they follow a lesson on how to develop it. This also goes in the Sportsfolio.

·        Heart-Rate Monitors- They wear the HRM’s while they play their sport in the gym and see how many minutes they can stay in their Target Heart Rate Zone during this activity and to see if their sport is good to regulate cardiovascular endurance.

·        Digi-Walkers- They use the Digi-Walkers during their sport in the gym to see how many steps and how many calories are used during the sport.

·        An instructional software called “DINE-Healthy”- They use this in a variety of different ways: check caloric expenditure; track wise food choices that they could consume while participating; and find which choices would be good for energy, for example.

The only technology purchase that was used was the “DINE-Healthy” software.  I received 20 copies to supply the lab free for attending a technology in Physical Education workshop at a college near-by.  All the other sources are all available in our district.  

School Background Information

The population of Monett is around 7,396 people. The majority of parents are employed in the local industries including durable goods manufacturers, non-durable goods manufacturers, and providers of integrated computer systems and services for banks and other financial institutions. The school district has about 2,022 students. Over 88% of the students are Caucasian, 11% Filipino and Hispanic, less than 1% Asian, and less than 1% Native American.

Teaching Strategy:  

I selected the style of teaching for this project as an extension of my own teaching, but in a classroom instead of the gymnasium.  The teaching style is very effective. We start with roll call in the gymnasium and then go to the lab where we have partners throughout the project.  The students in my district are very computer literate due to our district’s leadership role in technology and their familiarity with the resources.  The students are very diverse in our district, and we have some language obstacles to overcome.  But they peer-tutor each other when uncertain of the lesson. Also, due to the large size of my classes, the students must work in partners.  

Technology as Facilitator of Quality Education Model Components Highlighted in This Activity  
(Note:  This is a unit plan that may cover several days to several weeks. Not all of the elements from the Technology as Facilitator of Quality Education Model that are described below will appear in the video clips used.)

Elements from the Technology as Facilitator of Quality Education model that I feel are evident in this activity are the different Principles of LearningInformation ProcessingDemocracyTeacher Knowledge, andTechnology.

Principles of Learning: There is Active Involvement where there is Direct Experience and students have an Enjoyable Setting in which to work. Frequent Feedback is constant among the students.  This is done by continuously checking on the progress that is being made.

Information Processing: The students show Appreciation for the project, because it appears they all love computers and are very technology oriented. They have to do research and interpret their information and include the appropriate information for the research paper. Evaluation is part of the process as the students are constantly checking to see if they are staying within the criteria on the scoring guide.

Democracy: Students have to show Civil Involvement with Others as they work with partners.  Therefore, they have to think together and problem solve to make meaning.  They also have to make decisions and share equipment, since the lab is equipped with only 1 printer, 1 scanner and 1 digital-camera.

Teacher Knowledge: Several years ago when technology became so prominent in our school district, workshops were offered on a regular basis.  I went to every workshop and found them so enlightening.  I wanted to use all I learned in my regular and daily teaching.  At the same time, I served on the committee for Goals 2000-Improvement of Physical Education in Southwest Missouri.  Through this committee, I had the opportunity to attend a variety of workshops as well.  I learned and created various ways to implement technology in my profession.  I still reflect and modify what needs to be improved in the teaching of this project yearly.

Technology: The entire process requires the use of technology resources such as the computer, printer, scanner, digital camera, heart-rate monitors and Digi-Walker.  The students also have to Trouble-Shoot at times with mutual problem solving efforts. Operating each of these pieces of equipment requires effort, patience, and peer help throughout the project.

Student Characteristics:  
Student characteristics that affect this activity are the large class size, the diversity of my classes, and the fact that many of my students struggle with their English speaking skills. I meet their needs by using students that are bilingual to assist when necessary.  Also, I have several students that are in special education and have learning disabilities.  Again, we go at a slower rate and use partners to provide support when needed.


Evolution of the Activity:  
I first learned of the idea from a technology workshop at Ball State University in the summer of 1997.  The session I attended was called “Personal Sport Study” by Carol Chestnutt from Simmons Middle School, in Hoover, Alabama. I reviewed it, but designed my own project and used the resources that were available to me and that fit my curriculum.

This project is done in the spring semester and I schedule every Wednesday in the computer lab if possible.  It takes from January to April to complete the project when working on it just one day a week. I do not want to take away too much time from their physical education activity time. One day a week is sufficient, since I have the students every day all year.

(Learning activity format adapted from National Educational Technology Standards for Students Connecting Curriculum & Technology