Whether you are a gamer or not, you would have had to have been living under a rock to miss the phenomenon that has swept the world upon its release this week – Pokemon Go. In essence it is simply a video game, but the significant difference with this game to any others is it requires players to physical explore the world around them, walking, running and cycling to discover Pokemon in the surrounding area. Niantic, the game designers, are reportedly making $1.6 million a day, and the game is rapidly soaring to the top of the app with the most active daily users worldwide. This for a game that was only released last week in the US, and on Thursday in the UK. But my key interest in the phenomenon is this – should members of the PE and health community embrace a video game if it is getting young people more active?
I am nearing the end of my first full year teaching GCSE PE, and there are some major barriers that I would like to improve upon next year
- Students missing lessons and accepting that they have missed content
- Students completing homework to an inadequate standard
- Chasing students who fail to complete homework
With the new specifications increasing the theoretical weighting of the course, I feel now is the time to try and combat these problems to improve the quality of learning being experienced by my students. Let’s take them one at a time.