desperate to include technology in their teaching practice and that the use of smartphones, tablets, and video feedback can influence how students acquire, assess and develop movement skills linking to one of the main aims of the NCPE of ‘developing competencies’ (DfE,2013). Not only does the use of technology in teacher’s pedagogical approach develop the movement skills of pupils, but technology can also help teachers to control student’s progress towards motor skill goals; provide feedback opportunities and assessing students learning (Finkenberg et al, 2005). Weir and Connor (2009) suggest that technology and more specifically video technology, when incorporated into the classroom setting, has created a common theme of altitudinal motivational benefits. Other benefits are highlighted as student engagement, collaboration and active learning (Wieder, 2011). Additional to these benefits, its emphasized that the use of video can facilitate students with dissimilar learning styles (Burn et al, 2001) such as Visual, Auditory and Kinaesthetic learners as promoting effective teaching and learning can aid visual learners, facilitate individual development and be useful for assessment purposes (Weird and Connor, 2009). This statement shows that all learners under the right supervision can use ICT to their advantage and have the opportunity to progress. Stressing that If educators do not manage to supervise correctly then students learning will be unsuccessful as teachers are not catering for all students (Capel and Whitehead, 2015), which is why it is vital that technology is effectively implemented and integrated into the classroom in order to have a positive effect (O’Loughlin et al, 2013). The ICT resource will create a different environment for the students in comparison to what they are used to which can enhance interaction, in turn developing student’s ability to socialise (Garn et al, 2011). Students being able to socialise and discuss each other’s performances will provide students the opportunity to become owners of their learning through social situations (Kelly and Melograno, 2015). Not only can the students become owners of their learning, but the development of these social skills can be significant as they can be considered to be a key aspect in a student’s intelligence as well as influencing later life (Merrell and Gimpel, 2013). Disruptions to the development of these social skills can contribute to psychological distress, social isolation and reduced self-esteem (Beauchamp and Anderson, 2010) which will affect students’ progress, hence why it is so important to attend to social skills through collaborative and constructive learning. In this case, using ICT as a facilitator to socialise and improve learning outcomes as it provides the opportunity to engage in different behaviours such as comparing and contrasting ideas (Lam and Muldner, 201>