Using Videos in Teaching Physical Education

Introduction

Due to the constantly changing world, the way of teaching and the tools to teach have evolved. The way of teaching has faced majors’ changes due to the modernization and the entrance in the ICT world. We have been shifting from using chalk on a blackboard to the use of marker on a whiteboard and now using stylus on an interactive board. In a more global perspective, from all the developing domain of ICT, video is one of the most popular equipment that is been used for teacher and learning.

Studies have also proven the effectiveness of video recording as a way to give and receive feedback. And through the years and evolution, Digital Technology has found his place in the teaching of Physical Education. This is mainly because children nowadays are greatly influence by technology and this also “Shape their own sport identity”. And therefore the use to digital technology can be used in order to help the learner to understand and also make what he or she is doing meaningful.

The National Association for Sport and Physical Education (NASPE, 2009) approve the fact that using technology in the teaching and learning of Physical Education may boost the interest in this domain and also help in the propagation of “quality Education Program” in the scope to promote a healthy and physically educated person. “Video is mostly recognized as an appropriate medium for obtaining qualitative information about performance”.

When giving feedback to a student on his or her forehand drive, the quality of the execution is one of the main focus, more that the accuracy, as it will come after mastering the execution and therefore analyzing in slow motion and segment by segment, really help in the process of give appropriate and quality feedback to the learner when dealing with skill.

Roberts & Fairclough (2011) stated that in Physical Education, the whole skill are often breakdown into pieces and practice in isolation in order to master the basic of the skill. And that segment of skill should be mastered in order to be able to proceed to more complex skill. For example in table tennis, the student should be able to master the forehand drive in order to be able to produce a forehand top spin. Therefore those skill are learn before the rules and regulation of the games are explain and are learn outside the playing or game context.

Through various researches, it was made clearly that “Observational Skills” of an educator or coach varied therefore traditional way a teaching through the mean of the teacher first view and impression will definitely be biases at a certain point in time. It is due to the subjective observation and conclusions of the teacher with are based on his or her own previous experiences. Several studies stress the fact that human subjectivity resulted in inaccurate and unreliable information.

In addition a teacher or coach can remember only 42% of the correction that should be done when teaching or coaching a whole match or even a single sequence of a training session and that is why review a match or a sequence of training really help the teacher and coach to analysis and outline the flaw that need to be corrected or strength that should be maintain. It is easier for a person to remember plays that are stop and start rather than in a continuous action. For instance service in table tennis is a good example as the player has the ball in his or her hand and takes some seconds before serving. Furthermore, using slow motion, replay and live capture definitely help the student to develop individual skills.

For Hughes & Franks (2008) person remember specific portion of a match or a training with are “controversial decisions, exceptional performances, actions following stoppages in play, while non-critical events are most likely forgotten” but the fact that the person “highlight” only some emotional portion of a training or a match may lead to unreliable analysis and furthermore feedback when this is combine with the teacher or coach personal experience and emotion. It is in our nature to reproduce what we see and it can be seen just after birth.

We learn automatically by trying to reproduce what others are doing and it is based on behavioral and neurobiological aspect of human and other primates. That is why view a video or a live demonstration tends to be more effective than lecture what need to be done. And in sport, viewing a video of how the end production or a segment of the skill should be done tend to help the student naturally as he or she will be more at ease to imitate what he or she have seen.

“There is evidence that specific neurons in the pre-motor cortex of the brain, the area highly associated with planning motors acts, are responsive to movement of others, acting as mirror neurons, as well as to motor actions carried out by the observer. ” This show how natural or instinctive imitation is for human being.

Challenges and Drawbacks

It is of common practice to broke the skill into segment or portion and then practice and learn it piece by piece and finally bring all that have been learn into the whole piece but this type of instruction have been criticize by many practitioner as it does not empower creativity during games. The student are not able to vary tactical and technique strategies and are not prepared for the complexity of real situation games.

Blomqvistm, Vantinnen & Luhtanen (2005) prefer to use video recording as a test before a game in order to improve their tactical decision making and the execution of the skill during the match. Groom, Cushion and Nelson (2011) put an emphasis on the pedagogical aspect of video recording and its importance as a tool that enhance the analytical skill of the student.

Technology most of the time rhyme with cost. Woods et al. (2008) spotted finance, training and lack of time as some of the major factors that prevent the implementation and good practice when with technology. When dealing with training of teacher, first of all, we are sometime facing with some resistance from the part of the teacher themselves and mainly the older one.

Those teachers are reticent because there will have to make effort to learn once again and Tannehill van der Mars & MacPhail (2015) stress the fact that when those teachers will acknowledge how technology will ease their work, it will be then, that they will adopt it. Furthermore, not every teacher would be please to use modern technology in their teacher and Rogers (2003) understand that it will only be possible if it could be in line with their philosophy, pedagogy and know-how.

For the time factors, Casey and Jones (2011) focus their research on the time for preparation and time to make sure that the program and lesson are working and also to ensure that the student are not lost in other business rather than the topic being taught. It is really easy to lose the attention of a student who has access to an infinite gate of information and entertainment.

But on the other side, Hill (2014) support the fact that technology have the power to encourage the student to become more and more autonomous and therefore enhancing a more learner centered approach by the teacher. Groom and al. (2011) add to that autonomy and add the factor of “confidence and self-reflection” in the student development through the use of technology.