Technology can support teaching, learning and assessment in PE (O’loughlin et al, 2013). The inclusion of ICT in PE has excellent potential, with classroom teachers understanding that effective teaching in the modern era demands the integration of technology into their teaching (Gubacs, 2004) as the last two decades have shown rapid advancement in technology providing a platform to enhance teaching and learning in schools (Green, 2002; Davis and Loveless, 2011). Koekoek et al (2018) elaborates on this by suggesting that many PE teachers are 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 assessm>