A Hybrid Learning Space for Physically-Active Mathematics: the case of Numberfit

This paper presents the case study of an intervention called Numberfit that aims at capturing primarily students’ interest in mathematics by combining team games and physical activity. We describe the hybrid learning space that is created through this approach that includes an online platform that allows the teachers and facilitators to design a lesson plan, input student scores and visualise a leaderboard. At the same time, various digital and tangible resources engage students in group (collaborative or competitive) activities while practising a range of topics in mathematics. We examine the changing role of the teacher and provide some methodological insights for conducting research in relation to student’s affect, motivation and behaviour in this context

Developmental contexts and features of elite academy football players: Coach and player perspectives

Player profiling can reap many benefits; through reflective coach-athlete dialogue that produces a profile the athlete has a raised awareness of their own development, while the coach has an opportunity to understand the athlete's viewpoint. In this study, we explored how coaches and players perceived the development features of an elite academy footballer and the contexts in which these features are revealed, in order to develop a player profile to be used for mentoring players. Using a Delphi polling technique, coaches and players experienced a number of 'rounds' of expressing their opinions regarding player development contexts and features, ultimately reduced into a consensus. Players and coaches had differing priorities on the key contexts of player development. These contexts, when they reflect the consensus between players and coaches were heavily dominated by ability within the game and training. Personal, social, school, and lifestyle contexts featured less prominently. Although 'discipline' was frequently mentioned as an important player development feature, coaches and players disagreed on the importance of 'training'

Towards a Hybrid Learning Space for Engaging Primary Pupils in Physically-Active Mathematics: the case of Numberfit

In this paper, we present a case study of an intervention in which physical and tangible resources and activities for mathematics are enhanced through digital elements. This approach is a product of an educational social enterprise Numberfit. An online platform allows the teachers and Numberfit facilitators to design a lesson plan for physically active mathematics where students interact with, collaborate within groups and compete with other groups while practising a range of topics and get points for their behaviour and solutions. These points are recorded through an app that feeds data on a leaderboard which is displayed on the screen. Some lessons are planned as a webcam competition that is led by a remote Numberfit facilitator while displaying what is going on and leaderboard from several schools. Following smaller trials, Numberfit is now being scaled up and piloted at three different schools. This paper describes the engaging hybrid learning space that is created through the Numberfit approach, as well as preliminary findings of the empirical research that explores whether and how students’ motivation and attainment are affecte