The emphasis of the project is on the transformation of selected knowledge basics and principles of sports science, in particular of the sports science sub-disciplines biomechanics, kinesiology and applied computer science, into eLearning-compatible learning objects. With this, support and supplementary instruction in subdivisions of the theoretical subjects of sports science and physics and also for tackling practical sports applications in the secondary stage of education shall be given.

The implementation of online teaching materials can be a useful supplement for presence school teaching and, if the material is well prepared, can also enrich it. In particular, school pupils who are active in (competitive) sports have problems with completing their school education without delays or temporary overload because of frequent overnight stays in training camps or at competitions. It is precisely in these cases that access to the knowledge bases of regular instruction regardless of time and place is important. The aim of the project is to develop multimedia-prepared teaching materials of sufficient quality, tailored to sports gymnasiums (schools), for the subjects of sports science and physics and to make them available on an online teaching platform. Here particular attention shall be paid to the needs of young competitive sports people, who shall be provided with adequate teaching materials even during their frequent phases of absence from school.

The development of blended learning scenarios for day-to-day education for two partner schools, the filling out of the model fields with suitable multimedia-prepared learning objects and the evaluation of the entire implemented system should ensure a framework that offers sports gymnasiums an adequate model for supplementary instruction. Additionally, it should offer a suitable solution to the above-mentioned problems of (competitive) sports-oriented pupils.

The pupils are involved in the project process at all levels of project activity. First, they propose the content of instruction, which in their view is worthwhile for multimedia preparation. Then, together with the researchers, they produce “story boards” for the individual learning objects, provide available materials (e.g. videos) and participate in its development. Afterwards, the product results are evaluated by some of the pupils, tested in practice and, if necessary, suggestions for improvement are worked out.

This project has been completed.