Online resource inspires offline activity
Further exploration of the benefits of virtual reality resources will help practitioners to understand the potential for the tool to support engagement with physical activity offline.
Phase 1: Background
Marion Coram Ware is a YST inclusion lead and Advisory Teacher for PE (SEN) and Dance within the Enfield PE Team. Together with Paula Felgate, Enfield PE Team Manager, she submitted a proposal to test the Lyfta platform across six London special schools with an expectation that the immersive story-telling aspect of the product would support young people with autism’s understanding of different roles in sport (e.g. a football goalie).
Pre Covid-19 planning stage
Initial teacher responses to Lyfta were hugely positive: staff could immediately see the classroom applications and likely benefits to their pupils (though some did note that it might be too complex for young people with significant needs). There was appetite to progress, though training expectations prevented a number of staff from continuing to delivery. On sight of the platform, staff from West Lea Campus suggested a changed approach to that planned: to use the immersive experience to prompt and help curate offline physical activity. Many of their students are from Somalia; the opportunity for them to immerse within an African village setting was of interest and prompted a cross-curricular exploration of life for young children living there which did result in offline extension work.
“From the physical activity perspective, the material has brilliant potential. Chris [a teaching assistant] picked up on the opportunity to make footballs but didn't know how to get this activity translated into seated volleyball.”
Response following the close of schools due to Covid-19
The Lyfta platform has been further tested during COVID-19 as schools have increasingly sought out more virtual methods of delivery. A further 53 settings (both special schools and SEND departments of mainstream schools) signed up to participate in a streamlined training package and gain access to the platform in May 2020. This revised package included lesson plans developed by YST in conjunction with Lyfta in order to support teacher planning and cross-curricular benefit.
Phase Two: wider testing
Schools that signed up to be trained in and test the Lyfta platform in May-June 2020 were drawn to its potential to support both virtual learning and assemblies for their pupils, whether immediately or longer-term. It was perceived to offer significant value within the context of both a potential 'recovery curriculum' and in helping young people to understand and engage with the United Nations' seventeen sustainable development goals. The following insights arose from two webinars conducted amongst staff following training and initial planning phases. They signal practitioner intent to use the platform from September and multiple perceived benefits to young people of differing abilities.
