Video Analysis

 

 

I have been experimenting with a particular Video Analysis App in recent PE sessions called Ubersense.     

Students have been recording themselves performing specific tasks associated with the sport they have been following.  In GCSE PE, for instance, students have been developing the range of shots available when playing badminton.  Below, the group were set a task to research and develop their Backhand Serve.  Ubersense enabled them to record their technique in HD and analyse their performance using slow motion and drawings.  Slow-motion video analysis is a very powerful tool as it allows the students to break down the Backhand Serve and use the drawing tools to highlight specific teaching points.  They are then able to compare their technique by placing their video side-by-side to the 'Perfect Model' so that they can see WWW & EBI.  Watching drills from professional coaches and players also supports improvement and progress.  Ubersense provides immediate visual feedback to enhance learning and is also ideal for self & peer assessment.

There are similar Apps that I am currently researching, such as CMV (Coach My Video).  As with all free Apps, you can purchase 'add-ons' to enhance the basic tools provided.

 

Getting Started

 

I have used a solitary IPAD many times as a video analysis tool in PE, to varying degrees of success.  When only using one IPAD it can be a distraction from the intended outcome as not all pupils benefit from its presence - but you, as the teacher, do have total control.  Therefore, I was initially a little anxious of the thought of handing over responsibility to the whole class with my new set of 8.  

 

I have been 'experimenting' with the new IPADs during PE lessons over the last week. The Year 7's simply astonished me with how effectively they used them for the first time.  Groups of three all had an IPAD each for recording one another practise and improve their backhand serve in badminton.  one pupil performed the task, the other supported the performer, whilst the third recorded the technique.  All three rotated roles and then analysed one another's performance so that they could identify areas of weaknesses before improving their individual technique with their next attempt. 

 

Having a set of IPADs allows the students to take ownership of their own recording immediately.  It was reassuring to see how motivated, mature and engaged all the pupils were during the lesson.  Without prompting, weaker students were supported by others within their group.

 

As the first task was to model the desired skill (backhand serve) I perfomed this live.  However, it is my intention to record the 'perfect model' on the IPAD prior to the lesson, so that the same skill can be reviewed as necessary.  I also listed a set of key questions on the whiteboard in the sports hall for pupils.  Again, it is my aim to have these on the IPAD so that they can refer to them electronically.  The feedback from pupils was all positive.  They really appreciated seeing themselves in action and easily identifying strengths and weaknesses from the visual feedback. Whilst verbal feedback is useful, taking advantage of technology to enhance the work of a mirror is very powerful.

 

From my research so far, there are many stages of video analysis for me to consider: teacher modelling; student recording & self-assessment; peer assessment; self-assessment with before and after comparisons to demonstrate progress; and finally expert assessment.  It would seem that these stages of analysis should not be used during a single unit of study, but over several units or even KS3 & KS4. Having a set of IPADs gives greater freedom to use technology for the benefit of everyone in the class.