I watched the video on using GIFs in a PE classroom. The students video themselves doing PE skills such as shooting a basketball, performing a curl or performing push-up. The students watched themselves performing these activities so that they could analyze their form. The students then created rubrics for performing the activity. The teacher's using the GIF technology received a lot of positive feedback from their students. There was also some negative feedback and criticism. For the most part the students liked being able to see themselves so that they could see where their errors were, they could adjust their form and then see their improvements. It seemed to really speed the process of form improvement. One piece of criticism came from a student that wanted more feedback. He made it seem like he didn't know exactly how to shoot a basketball properly so without a teacher critiquing his form it didn't matter how much he watched himself, he couldn't improve not knowing what would leave to improvements.
My take away from this is that videos in the PE classroom can greatly improve fine and motor skill mastery. If I utilize this in my classroom I will make sure the students have an example of the skill in the form of written word, graphics and video to decrease confusion with the learning target. At this point I don't see myself taking more than a few minutes of class time to video the students. Any other tech use will be homework, because PE is an important time to step away from the screens and get moving!
Shayle, I also watched this project and found it very interesting! In my experience coaching I have found it very helpful to record a skill and use that video to help a student/athlete really see what they are doing well or need improvement on. However, in the PE setting I do agree that this may need to be more of a homework option rather than regular in class work. One idea I had in regard to this project was to assign groups of two students to one particular motion related to the unit (ex. basketball - free throw, dribbling, crossover, jump stop, etc.), and have the students make a visual rubric to share with the class. This might take place on the first day of the unit. Students would get time to research the motion and put together their visual rubric to later be shared with the rest of the class. I do agree that PE should be about activity time but this might be a good cognitive connection to engage students in teaching one another. What do you think?
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