Think! Play! Climb! Introducing unplugged activities in physical education

Unplugged activities are becoming more popular in schools. In recent years, non-connected activities have been developing. The goal is to help students view the world from different angles. Teaching computational thinking can turn students from passive content consumers to active creators. Additionally, this method emphasises hands-on learning, helping students understand abstract concepts more concretely. Through these activities, students interact directly with the material, which improves their understanding and knowledge. In this self-study, the author-teacher applied these principles during one climbing unit offered to 18 (11-12-year-old) students at a disadvantaged secondary school. The support was fantasy grids fostering computational thinking designed to help students move from an abstract form of knowledge to a concrete learning process: the quest for Pop’s book of magic spells. Based on her self-study, the author-teacher suggests various means to sensitise the students’ reflexivity and make them agents of their learning. Computational thinking allows students to move from an abstract form of knowledge toward a concrete learning process. Their creativity is fostered thanks to the quest for Pop’s Book of Magic Spells. The findings show better motivation for practice, planning, reflection on ascent, and collaboration among students, which erase gender issues. Engaging in practice through unplugged activities could encourage students to embody their learning (lateralisation, orienteering, resources, balance).Unplugged activities facilitate students’ learning and help them develop meaningful practices that will serve them in their future lives as citizens of the 21^st century.