TLT Symposium 2013: Analyzing Movement — Seeing Beyond What the Naked Eye Can See


Good morning! I want to get your attention here and I want to welcome you to our 11:00 session. Our session is tilted Analyzing Movement – Seeing Beyond What the Naked Eye Can See. Now, let me introduce you to our presenters who came to us from Penn State Hazleton. So, good for them. I’m glad they made it here. Karen Stylianides, Instructor of Kinesiology. Cathy Maxwell, Academic Adviser and Adjunct Instructor of Kinesiology. And Jackie Ritzko, Instructional Designer. So, please, let me turn it over to them and welcome them here. [ Karen ]: Well, thank you all for coming. We really appreciate you coming and it’s because of Jackie, here, that I’m standing in front of you today. My background, like they said, is Kinesiology. I have a background in Adaptive Physical Education, which is working with kids with disabilities. So if you have a problem with throwing a ball or something, I should be able to look at you and say, oh, you need to do this, this, and that. Well, in teaching the Intro to Kinesiology class, and I had a lot of students coming in my gym and they weren’t able to throw. They weren’t able to catch. They weren’t able to do the skills that make them successful for the future. So I dove into my background, my pedagogy background, I said, well, you know, if we video tape them they can take a look at what they’re doing right and what they’re doing wrong, and now instead of me barking at them, you know, get your elbow tight, etc. Now they can actually see it for themselves. And there’s technology out there that helps support that. So we’re very fortunate on Hazleton campus to have a technology grant. So I applied for the technology grant to get what’s called Dartfish Software. Is anybody familiar with Dartfish Software? Good, yeah. It’s good. You’ll learn something new regardless. We’re all excited about that. Because I’m really nervous about my audience. Because I was like, I know how to talk to PE people. You know, and they get what I say. So if there’s something that you don’t understand, you know, please don’t hesitate to let me know. This is a learning tool for you as well. And the more we talked about it, Jackie and I started talking, we can use this across the board in so many different areas. So my part is gonna kind of talk about how my students are implementing Dartfish within my curriculum. And Jackie and Cathy here are gonna talk about a little bit more, do a little bit more interaction, and see what you guys can do outside the classroom. So I said my background was Adaptive Physical Education, but I’m so lucky and fortunate to be married to a Biomechanist. So he’s the one who, you know, throughout all those years, and got all the Science part of it. He gets all that. I get what I see. So anyway just a brief…bring you up to speed here, a little history. I like history here. And my husband is Greek, so we have to bring in Aristotle. He is kind of one of the very first persons that have said, this is Biomechanics and labeled it. And then as we go through the Centuries we have it on paper. And then we have it a little bit more. And then when the creation of the camera came around, wow, what an explosion of analyzing movement. So the creators that really documented this was Jules Marey and Eadweard Muybridge. Everybody heard of them, right? And actually, Eadweard here, he studied movement with animals. So you’ve probably seen him. I had a clip on there that showed him doing…you know, looking at horses and how horses move and the mechanics of the horses and stuff. So because of those two individuals they really progressed technology at a very rapid speed. So now, we’re at the point where we can take animated objects and create movement and see, okay, a males gait is this gait. A females gait is that gait. An animals gait is that gait. And a gait, meaning how you’re walking. How you’re moving through time and space. So now we can take all of this together and we can put it on a screen. We can make our animated movies. Everybody has seen the Pixar movies and our Disney movies, and that’s 3D animation. A Biomechanist kind of hand a start with that. Little bit more here. So what are we? We’re a study of the human movement. We can improve performances. So that’s kind of like my basic way I use Dartfish in my classroom. We can reduce injury. Big time reduce injury, but saying that is we all have our own habits. And you guys please tell me you know Carl Lewis. The famous…oh, thank you. I say that in my classes and they’re like, who? Who’s Carl Lewis? Well, he was a very famous track and field person. And he was winning all these medals with doing long jump. So the Biomechanist, all we gotta get the edge here. Let’s video tape him. Let’s analyze him. Let’s see what’s going on. He was Biomechanically incorrect. Very incorrect. And we’re like, okay, do we tell him to change, or does he just keep going? He just needs to keep going as what he’s doing, but eventually we can predict if he’s going to have an injury by doing it in that particular manner. So that’s where we came…you know, that’s how it’s progressing through. We can also do rehabilitation. So now you’re coming back from an injury, what is the range of motion you can do? How can we get you to the range of motion that you want to do and be functional for a better quality of life? And then we have orthopedic surgeons that kind of take a look at Biomechanics and the way we move. And as you can see, the foot on the left here, that is one that does not have a orthopedic pad underneath it. And then this on here, I don’t know if you can see it really well, but there’s a little orthopedic pad underneath. And it actually straightens out the alignment of the joints and the muscles. So just a little bit of background here. And to add that little bit more, anybody recognize that? That’s the blade runner. And because of Biomechanics and because of software like Dartfish, I’m pretty sure that Dartfish was the company that started looking at things for him. They were able to come up with carbon fiber blades for him to use, and now he’s competing at the Olympics. Is that fair or unfair? That’s another question that we have to ask our students of if he should be competing or not. Biomechanics people got us there and we’re so excited that we have this kind of technology. So now, what about this technology? Why is it that I’m not able to see what a camera sees. Well, remember, just getting back to our, you know, our physiology and anatomy here. Our eye sees approximately fifteen to thirty seconds per frame. So if I’m looking at an object, I can process thirty… fifteen to thirty seconds. The camera, by the way, this new information we just found out, MIT has a camera that can record one trillionth of a second in framework. You’re nodding your head yes. Have you heard about that? My husband was like, oh my gosh, I didn’t know it was one trillionth, but MIT has come up with that. So, wow, way to capture movement in the smallest form. So anybody go to sporting events? Anybody yell at the screen? Hey, referee! He didn’t call it. I saw it. I know what was going on. Well, that’s because our eye is seeing that fifteen to thirty and the camera is seeing the one trillionth. But what Cathy sees and what I see is a totally different ball game. So that’s why you gotta give the referees a little bit of credit here, because sometimes they see what they see and they call what they call and the camera is gonna pick up something different. So don’t throw too many boos at them quite yet. It’s just our anatomy that happens this way. So here now along comes Dartfish. I have a pretty basic Dartfish software program. I’m not using it for research. I’m not a researcher. I like to dabble in it a little bit, but you’re not gonna see me published anywhere. But I do love the technology and I love to bring it into the classroom itself. And using the software, so far the testimony from the students is, wow, I didn’t know I did that. Wow, wow, you videotaped me. Oh, wow! So they’re really excited about it and I really enjoy the time that I can spend with them so they can improve their performance in class. So Dartfish is really a communication tool. It’s a communication tool that they can use to improve their movement and lifestyle. You can improve your movement in whatever activity you’re doing. That’s basically the biggest thing, it’s a communication tool. And now what we can also do is we can analyze a two dimensional figure. Remember, two dimensional this way, three dimensional is if I move it around like a baseball throw. So we’re looking at two dimensional for my class. And it really helps out with the mechanics. I know because of my background in every physical educator who has graduated should know Biomechanics and the movement that when I throw the ball I’m gonna step with opposition, I’m gonna bring my arm back, and I’m gonna throw it through. Well, if somebody taught you wrong, and you don’t throw with opposition, and you’re throwing like that, guess what, it’s gonna feel comfortable. And you say, throw the ball and man I’m throwing. I’m good at this throwing. But it might not necessarily be Biomechanically correct. So now, we can come in and we say, wait a second, remember, we should be stepping with opposition. And what do you see on this video? Is that what you’re doing? Key points. And then I can share it. I can share it with all my class. So this is just… I’m gonna go through a couple examples of what I’m doing in my classroom right now. In my indoor team sport class, I have about four units that I do, basketball, indoor soccer or Futsal, ultimate frisbee, I know that’s an outdoor sport, but we play it inside, and volleyball. So the first one, this is a basketball player. So he’s on the Hazleton basketball team. He was in my class and he wanted to take a look at his jump shot. So this particular portion of Dartfish, it’s a video, but I took frame by frame. Took a picture of it. And I just kind of drew some angles here to say, okay, this is where your elbow is at and how your arm position is at the beginning of your jump shot, the middle, and then at the end. I can take all of those angles and I can kind of progress through it and say, you know, did you know this? And when you get to the level that he’s at, it’s that finite thing that can really make a difference. Just like our keynote speaker was talking about Serena Williams, how she’s dominating. She’s just dominater. Just that little edge, her knowing that a bigger racquet or her racquet that fits her is gonna give her more power. That’s what we’re looking at. That’s what we want. So here is a little video tape here. This is my ultimate frisbee. This is Alyssa. See how elementary her movements are. She came in after this and… circle it around here, whoops, one more time here. Okay, so that’s her. And then the next slide, this is a more advanced player here. That’s Ryan. Did you know there’s professional ultimate frisbee out there? Rocks. So now, I can help him and I can say, well, this is a slow motion video. I can slow it down even more and I can see, you know, the flick of your wrist is this and you’re using more stress on that. Did you know dropped your shoulder down? You know, you’re really dropping your shoulder down, and they might not know it. It’s that person who’s throwing the wrong way. He says, this is comfortable. This is the right way for me, but if they switch it up, they can go farther faster. So moving right along. This is a really exciting thing. So this is Ellen and she’s serving an overhand volleyball serve in the class. Anybody want to guess how fast that ball is gonna go? How fast is her serve gonna go? Just in your mind, kind of take time to think what it is? So here she is. She played it in high school. And she’s been away from volleyball for about a year now. So with the Dartfish software, I stopped it. I took…this is the original volleyball. It’s about twenty-one meters long. And then we took it through the process. So A is the beginning. And then he’s the end result here. So the ball is traveling at, you know, .77 meters. And the time is…this time is about fifty [ inaudible ] per second. Now I can put that into our formula speed and I can calculate how fast is that ball coming over? I’m telling you, you’re a target. She’s serving it. It’s a target. So, anybody guess? She’s serving it at thirty-five miles per hour. So that ball is coming back over the net and it’s smashing those students who did not have any volleyball at all. And anyway she’s an excellent server. This is very typical for a high school, her level, high school and college. So if they’re good at the sport, they can send it over at thirty-five miles per hour. [ Audience ]: Can I ask a quick question? Your measurements here, since I walked in late, I do apologize to everybody if you answered this, is the software assisting you with the measurements? [ Karen ]: I just have to come in. I have to plug in. No, I don’t. The system does it itself. Because I have the measurement of the ball. [ Audience ]: That’s what I mean. You have to have some frame of reference. [ Karen ]: You have to have a reference point to move on. Great question. And if anybody else has anymore questions, just let me know. Because I don’t mind. So we can use things like that. Where’s the crossover? How many kids in Physics love to come to physical education class because from doing the same thing over and over again. So I really wanted to bring technology in to help facilitate this. Those people who love math, those people who really want to embrace those kind of things, I can give them a little taste of what they like and encourage them to be more successful in my classroom itself. Okay, so this is the last one. This is just kind of like the fun mode. Once I do videotape them in each of the thing. I do a second videotape and then I put a mode in here. So they can see themselves kicking side by side. Did it go? No, I must not have clicked it. This is actually one of their funner, funner that’s a good word, they really enjoy this part of it. He’s got a great kick. Same kick, same time, and so now he can kind of see where he’s doing… where his mistakes are from each of the two kicks. Live action here. So how do I do this with my students? Basically with a four week unit there, that last day I videotaped them. And I sit down with them on the day they have their test up on ANGEL. So I have plenty of time to sit down with them one on one. And I go through the Dartfish software. And we can actually do that with you as well. So that you guys can kind of take a look at how you’re moving. And Jackie and Cathy are gonna kind of do a little demo with you guys in order to do that. But I sit down with them one on one. I talk to them about how they can improve in this particular sport, which you know, where their deficits are. So they can be more successful. Because the more successful they are, the more engaged they’re gonna be across the board with any kind of activity. And this actually can be used… can be downloaded for free for one month. And if they really wanted to get into it a little bit more they can. We were really hoping that we could get a student who’s doing research in animal movement to come in and present today, but he ran out of time. But one quick thing here is this is what my rubric looks like that I use. It’s fifty points. And they basically start off with your basic general introduction on this is the game of basketball. So my mind frame is on target. They talk about a self-reflection. What their background is in that particular sport so I know what I’m looking for when they come down to the analysis. I give them two points just for mentioning Dartfish. You mention it in the right contents and bingo, you get two points there. Then I have them do a compare and contrast. So they have to go online, look at a professional, you know, it’s not somebody that I know. They have to make sure they tell me who it is so I can go in and make sure they’re correct. And they can say, okay, Carl Lewis is doing this. I’m doing that. And they do a little comparing and contrasting for their paper. And then they come down here and they talk about what are they gonna do with the knowledge that they’ve gained? What did you gain from this and what are you going to do with it? And then, finally, in the conclusion area, it’s just rapping up the paper and giving testimony to Dartfish and saying, yeah, I like this or no, I didn’t like that. So that’s kind of basically my proposal part here. Let’s get it back at my PowerPoint. Come on. Whoops! I clicked the wrong thing. Did I just exit out? You did. That’s okay. It’s right here. Any questions while I’m pulling this up real quick. The students have been really receptive to it. And I have to say that they’ve struggled in some capacities to write the paper. I’m gonna be honest. Some of them are like, Miss S, but after they completed it and they sit down with me one on one, that’s when all the learning happens. {silence} That’s just the credits. And then at the very end, this particular laptop does have Dartfish in it. So we can kind of videotape you. I brought some of my sports equipment. I have a baseball bat, and a golf club, and a volleyball, and a basketball, and a tennis racquet. So if we have enough room in the room you can come in and we’ll videotape you doing one of those activities and we’ll see how you fair in the realm of Dartfish here, okay. So take it away. [ Jackie ]: How many people are not involved with any sort of movement science or sports in an official basis? Anybody in here who’s not? So why are you here? What do you think you can do with something like Dartfish? Think outside of sports. Stevie don’t shake your head, because I am going to use Dartfish. I’m going to tape my knitting technique and I’m going to send it to you and you are going to tell me…so I’m thinking, I would love to be able to see my knitting and my technique and how do I improve it? What are some ideas that you have of using a tool, such as Dartfish, and being able to video and then analyze your movement? [ Audience ]: I think it would be useful for helping to prevent repetitive strain injury in a number of different sports. [ Jackie ]: Absolutely! repetitive strain trying to… [Cathy]: how many people here have carpal tunnel? Just checking. [Jackie]: Any other uses. Be creative. I don’t want you to see what our students came up with. We ask our students. Because we took this a little outside of official Kinesiology. We took it a little bit differently. But we asked students think outside of the box. Where do you see this fitting? And I’m going to show you their answers, which might surprise. Do you have any other ideas? [ Audience ]: I have one. I’m in physical therapy and what comes to my mind right away is looking at in their workplace. Repetitive lifting, factory type work, or whatever, desk work, anything and just seeing those kind of techniques and how that might lead to injury. [ Jackie ]: So our students, not my students, my adopted students, Cathy’s students, came up with these terms. [ Cathy ]: I mean Kinesiology jumps out. Sports jumps out. Where’s my physical therapy person? But there’s some really funky weird ones that kids came up with that are super for using this for people who are not educators in the field of Kinesiology. For example, let’s pick this one. Up here you see dancing you see where my finger is. It says dancing. I was thinking, anybody watch Dancing with the Stars? And when that man Bruno says, while the back, which is bent a little too much to the left. I mean could you see that video taping that doing a still shot and then marking up that the back was a little bit bent, wait this is the left, bent to the left. See that’s why we need Dartfish. A couple others that I thought were really cool. Over here, engineering, up there, I was talking to someone who’s husband refinishes, redesigns trucks, semis, trucks, and specifically for Pepsi Cola. And the Pepsi drivers that have to pick up the crates of Pepsi and put them in, if they videotape this happening, they can see if the truck’s step was at the proper height. And if the person is using proper body mechanics as he is loading. Because you see they have those big belts on and back injuries are just, you know, everywhere. I’ll do a couple a more, because I don’t want to use up too much time. The really funky ones, though, and this is what I like. If you look up there, there is interviews, presentations. Think about it. Someone who is in the public…let’s look at politicians. Public servants who are in the public eye. And they want to make the best impression possible. And they’re making their presentation, they’re being videotaped, and somebody who can’t see at a trillionth of a second is saying, do you realize that every time you talk, you know, your arm angles this way or your head angles this way or you’re slouching. So it could really be very beneficial in that respect. Students, people who are looking for jobs. What I do in one of my classes is I videotape students during a mock interview. And the whole class, I’m cruel, the whole class gets to critique their presentation. Can you see if we could mark up the annoying twitches and habits that make people look at them rather than listening to the words that they’re saying. There are many uses. I thought this was great what my kids came up with. I thought this was great uses for the general public not just Kinesiology instructors. Health care, the other one I just want to say, like any kind of post health care crisis, post amputation, you had Oscar’s picture up there, poor Oscar, you had his picture up there, but someone ambulating learning gait training after they’ve had a stroke. Absolutely a beneficial tool. So, Karen, the cost of the Dartfish that you use? [ Karen ]: Yeah, just a basic is $750 dollars for the basic use. If you want to get to more 3D set, you’re looking at twelve hundred dollars if you want to do like for research. [Cathy]: Still want it? [ laughter ] [ Jackie ]: So she’s an expert in her field. I want to see how I can improve my knitting. She wants to help her students with mock interviews. A student sees this and wants to just go out and do something on their own. What do they do? They get the $499 app from Dartfish. And there are other similar. I don’t want to be the marketing person for Dartfish, because there are other tools like that. But for those of us who don’t need to do the full, there are little pieces. Why can’t I just use my iPhone and just take a video? You can, but there are some nice little tools in the Dartfish app and other similar apps that allow you to stop, comment, angles, things of that nature, and then share very easily. So that’s why instead of just using a videotaping on your own without the tool, there are some perks to using the tool. So let’s put this into practice before we talk about what we do with our students. Let’s put it into practice. Do you want to direct them? [ Cathy ]: Oh, sure make me the heavy. Everybody stand up. Everybody up. See those green cards in front of you? I want you to pick up your green card. [Jackie]: Anybody need another green card, because you already saved it and you’re afraid of losing it? [ idle chatter ] Ready? Everybody have something? If you don’t have a green card, grab a pen or something. I want you to drop your card. Not your coffee cup. On the floor, yeah. On the floor, and now I want you to pick it up. Oh, okay! Excellent, alright. Please be seated. I heard my students say something in class the other day that I just love. They love to make up words. Karen you made up a word. I don’t know what it was, but it was cute. Funner, yeah, funner. We need a volunteer. And if someone doesn’t volunteer, he or she will be voluntold. We got a volunteer. But I got to say voluntold. That’s a cool word. Come on up. {silence} Look at him. He’s perfect, yes. Do you have your card? Okay, get that card out. What is your profession, sir? What do you do? You’re an engineer. Oh, did you see engineering up there. [ Audience ]: I did, twice. [Jackie]: Looking that way facing Cathy. [ Cathy ]: I’m Cathy. You can face me. Card please. Now pick it up. Oh, we got a wringer here. Very nice. [ Jackie ]: Alright, taped in Dartfish, taped, recorded, I don’t know what the correct term is. I’m old. It’s still videotaping. Okay, so let’s just jump over. I’m going to connect up to my Dartfish app. [ Cathy ]: While Jackie is connecting, without saying, in your mind, can you think of ways that engineering could use this tool? [ Audience ]: Oh, yeah human factors is a huge part. [ Cathy ]: But the engineers would like the fact that there’s data, and angles, and numbers, pretty much it’s gonna take Cathy and Jackie’s word that this stuff is good. [ inaudible ] [ Jackie ]: This is where I pray. I do the technology prayer. Alright, so, there we have you. What is your name sir? [ Audience ]: Phil [Jackie]: Phil this will be on You Tube for the whole world to see. No, no, no! Alright, so without going into all of the technical details of this. It’s a $499 app. You know, it’s a little pricey, $499 compared to $99, but it’s not bad. As soon as my husband saw it, he’s a golfer, he’s like I need to get that. So there’s not much to learn it. You can get. Try it. We will be down with this and an iPod in the experience room. Is that what it’s called? We will be in the experience room and you can play with this on your own then. But we can just basically play it or I can stop as I’m going along and go backwards. Oh, wait, wait right there. I didn’t like that part. So I can go back and forward. And then I see a spot that I really want to comment on or I want to make note of. Do a picture of it. I get my drawing tools. I can pick my color of what I want. And I can pick very basic, not the level that Karen was using. All I can do here is measure some angles and they’re certainly not exact, but I can measure angles. I can use the circle tool. Draw some arrows on it. The angle tool, I will tell you, I have a little bit of a hard time with the…the way that that’s suppose to…I always do it the wrong way. I do it incorrectly, but there is an art tool. [ Karen ]: But how’s your stance? Are you happy with what you’re seeing? [ Jackie ]: I wanted to point out here that this is a very straight line. [ Cathy ]: And what we were looking for, and I did see, I saw a whole bunch of people bending different ways. Anybody here have back problems? Know somebody who has a back problem? I mean it’s ridiculous. It’s everywhere in the world, back problems. I saw people, and I said, it’s something we, well, I’m told someone, I mean, he or she comes up and picks it up correctly. Cool! Validates that he’s doing it correctly. Supports that he’s been instructed the correct way. If somebody does it incorrectly, cool, because it’s a learning tool. And we can see what did I do? I can practice and do it all over again. And then keep practicing. Picked a ringer. Phil is an engineer who has back problems. So obviously he knows how to bend. I mean he bent on the one knee. But I thought it’s good, because we’re putting that nice straight line down his back. He’s not putting any extra stress on his back. He bent with his knees and hips, not his back. Is that what they told you to do in PT? [ Phil ]: I also teach students Judo in the Penn State Judo class. This is like more ringer than you thought. [ laughter ] [ Cathy ]: Weight equally on both feet, you spread your knees and your legs, shoulder width apart when you bent you put the one knee down. One thing you didn’t do. And I would put a circle on it. You were so confident when you picked up your card. To do it perfectly correct. You know you bring it close to your body. [ Jackie ]: And a few other logistics about the program itself, the app. As you take these little clips, you can take as many. You can stop it as many places as you want. You can stop as many places as you want and you can comment on them. Label them accordingly, which is what we have done in the class that Cathy will talk about. Dartfish in order to share Dartfish, the output of this app, with others, I share it to a Dartfish TV channel. You can see some examples of our channel if you go to this website. It costs about seven hundred dollars to get a channel. Hazleton is actually looking at getting a channel so that our students, if they use this, can upload things. There are similar tools at the app level that allow you to publish directly to You Tube if you want to share. Dartfish doesn’t. It goes to Dartfish TV and maybe I’ll be able to go to Allan some day and say, let’s get a university Dartfish channel. [ Audience ]: I was gonna ask, what is the what creates the boundaries between channels that are relevant across the university or for example is there a FERPA restriction on using it for a particular class? [ Jackie ]: The same things that would pertain in my mind, and I’m not an expert on this, we got permission from our students to use these. [ Cathy ]: It’s a balance. So if you go to You Tube, if you’re copying stuff on You Tube, that’s for the world. If I’m doing something in my class, that’s not for the world. I give my students permission to do that. And seven hundred dollars may sound hefty when there free options out there, but again, if it’s a university wide thing, you’re doing it for Penn State. [ Jackie ]: There’s a channel administration without getting into all the technicals and I don’t know all of the details. If we do purchase an institutional channel, there is a channel administrator. And accounts can be given out for uploading purposes and then things can be set at private levels. [ Audience ]: That’s what I was getting at. You can segregate pieces of that account. [ Jackie ]: Yes, yes, yeah, but again, we don’t have that. [Cathy]: I was just gonna say there maybe a way of monitoring it, because if it has a Penn State connection to it, you want kids out there putting stuff out there that you don’t want to be Penn State representative. Whereas it’s something that’s going directly to You Tube and they have their Penn State shirts on and they’re doing stuff, that’s a whole different story. [ Jackie ]: There are ways to go with this. I don’t know where that will lead us yet. We are just experimenting a little bit with it locally. [ Cathy ]: If enough people want it and the students like it and it’s valuable. [ Jackie ]: So on the handout that we have, which is also on your, that will be on the link that the QR code will take you to. We’ll distribute these on the way out. [ Cathy ]: Yeah, we won’t beforehand, because you know what people do. They read it and they’re not listening to what I’m saying. [ Jackie ]: We’re not gonna read it to you now, but the front explains Cathy’s class. She’ll go into some details about that. [ Cathy ]: Yeah, we should tell them a bit about that. [Jackie]: Yeah, go ahead. [Cathy]: Now? [Jackie]: Yeah, go ahead. [ Cathy ]: What we did was the class that we used for our purposes we called the Dartfish Express Project, was Kine 77, Yoga class. And Yoga class one of the first classes that fills up. Everybody likes Yoga, because it’s new, it’s different. A lot of people don’t know how to do it. So what we did was…we didn’t… we got the students permission to videotape them. That was the first…we’re gonna…is it okay if we videotape you? And of course, they said yes. So Jackie came into class and videotaped the students during a Yoga session. And then Jackie, back me up if I miss a step, but then Jackie took the videos and she marked them up. I reviewed them and I said, look at this, look at this, look at this, and then she marked them up as to proper postures, not proper angles. Posture in Yoga is called an Asana. You look at the Asanas and make notes as to what was what. What was good? What wasn’t so good? What could be improved? Then we had the students review that online. They actually went in and they studied the marked up videos online. And then came to the next class, after they had some instruction, they were able to look at what was good versus what needed to be improved. We’re very careful with saying positive comments and constructive suggestions, you know. So anyway, then came into class and we videotape them again, and then do you want to tell them what we did in the last class? [ Jackie ]: Yeah, in the last class we brought them in and they had to look at the original marked up on their own prior to class. So after they did it, we had eight different videos, we did students three at a time. We brought them in and we showed everybody. And every person had to have a comment ready about themselves. What are they going to improve the next time? [ Cathy ]: What can I do well? And what do I need to improve? [Jackie]: And we let them do that in class. We had a few people come up and do mark-ups on their own. And then the rest of the time I did the mark-up for them. We had put one of those examples out on the sample channel that I have. I don’t have an official channel. So you’ll be able to see that. And then we followed up with a survey in ANGEL. And the back of the handout that you’ll receive has some of the highlights from that survey. But one of the things that I want to point out about it, in particular, most students said that, a few students actually said I bought it already. We asked, would you buy this? And some said, I did buy it. Others said, it’s too expensive. I would buy it if somebody gave it to me. And $499 expensive, in the world of apps, yes, it is expensive. So that was a consideration. But we asked, when did you think it would be beneficial to use something like this, before, during, or after the activity? So I’ve graphed that out for you. But I think the most important thing was the common theme in all of the responses that we got was students said, by having this it was making them confident. And I think if they’re confident, they’re going to do well. You mentioned the confidence level. It’s a form of self-reflection that they’re going to be able to get. And they truly…I mean, once they got past watching themselves, and they were looking at it as a self-reflection tool, I think out of all the responses, there were over ten comments that said, I have more confidence in doing this now. [ Cathy ]: The exact question on the survey was, does having some insight into the correct way to do an activity that may be new to you make you more comfortable and therefore, more inclined to participate in the performance of the activity, for example, Yoga? And we actually picked the Yoga class because people like Yoga. They see it and they think it’s cool to move around, but a lot of people don’t know how to do it, how to do it properly, until they go to a class. So it was new to most of the students. We thought that was also a good thing, because it was new, they had something to learn. [Jackie]: So with that, has anybody changed or come up with ideas on how you might now be able to use this? We’ve talked about Yoga. We’ve seen how we can use it for correctly picking things up or knitting. Any ideas? [ Jeff ]: Two things, one I thought of theater? [Jackie]: Oh, we never even thought of theater. Yes, wonderful. [ Audience ]: And then the other thing I thought of is theater right into teaching. Because, you know, if there’s actually teaching is a performance art. And we don’t teach that part when we teach. [ Cathy ]: What do you do? [ Jeff ]: Education Instructional Design. [Karen]: There’s an app too from Dartfish and I didn’t really talk about it, because I haven’t had a chance to play with it, and it’s called easy tag. So you would videotape the class and you could tag the location of somebody. So if you wanted somebody to be more animated or something, easily, and that one is a free app that you go on and you can program it to go on say, you know, watch this, tag this, but I have not…I haven’t had a chance to play with it at all. [ Cathy ]: I thought it would be cool like a drill team, because when you look at anything that needs precision, like a drill team, or when cheerleaders do the pyramid. And yeah, is the pyramid off? Is that when the girl fell? Not that it would have looked prettier if it was correct, but it’s less risk of getting injured. I think they were kind of cool ideas. [ Audience ]: There’s a whole world of animals, horse racing. [ Jackie ]: If you just go to Dartfish.com and look at some of the work that…there actually are some sample videos showing dog competitions. So they are using this in very many ways. [ inaudible ] So you’re all coming up with better, not better, but different ideas than the students did. Anything else? [ Karen ]: How many of you are parents? And you tell your son or daughter to do something and they don’t listen, but yet, if the teacher tells them, you know, you need to bring your arm farther back. This is what’s happened to my kids. I tell them how to throw the ball right and they don’t listen to me, the expert, but they’ll go to school and they’ll listen to the PE teacher and they can connect to. [ Cathy ]: Digital natives, if they can see it digitally, if it’s on the internet, it’s true, right? [ Audience ]: Well, I think in that sense that compare and contrast activity, I can’t teach my child anything. But I can say, if you want to be better at, look at somebody who’s demonstrated skill, look at what they do videotape them, look at what you’re doing, so that might be nice that way too. [ Karen ]: And some of more professional basketball players that you can get their self and they can do whatever they want to while they’re in mid air, it’s just because of they’re physique. Their body structure. Their training. They’ve got explosive leg power that gets them up to that level so that they can do other things. Their kinetic awareness is phenomenal. So that’s where they’re coming from. So if your son or daughter would like be like that, they need to just know their environment. Know their kinetic awareness and just keep practicing and practicing just like Serena Williams does. [ Cathy ]: You know whenever you say something that you know is accurate, you know is true, you have to have a response, a challenge to that. Like when Karen was talking about the gentleman, the runner, who uses pro biomechanics but the perfect answer is looking at the risk for the potential for injury. [ Karen ]: And we’re so… in high school and in college we’re still young. And we’re still…our joints are really pliable, but as you know, gravity sets in eventually, and if you’re continuously doing something and putting more stress and repetition on that particular joint or muscle, you eventually will have an injury. Just like carpal tunnel. We don’t see that until later on in life, unless you’re doing repetitive stuff. You, as the physical therapist, you know exactly what I’m talking about. [ Cathy ]: Well, think about the use for students in labs. Not Kinesiology, but we have a physical therapy assistant program at Hazleton. We have a practical nursing programming. I mean, how many nurses go through their career without suffering a back injury. Not too many. You know nurses they have bad backs. It’s just the way it is. So see that at the onset before it actually happens it would be amazing. Anybody here a golfer? Anybody here an excellent golfer? Are you excellent? Do you think you could maybe like look at your swing and see it could be a little better? [ Audience ]: I’m a mediocre golfer. [ Cathy ]: Anybody here a power walker? [Jackie]: You’re a runner. [ Jeff ]: Yeah, one of the things, I think you and I had an exchange, my name is Jeff Swain, leading up to the Symposium about amateur runners. And a lot of times people it’s an avocation. It becomes a big part of your life. [ Cathy ]: Hence you run in the snow and the cold. [ Jeff ]: But ninety percent of us will have an injury, like a debilitating injury within five years whether it be bursitis or a tear or something like that, and for $499 like looking at adults as avocations then it’s not as costly of an app. And it’s something that’s accessible. [ Karen ]: And you can do it with your phone. Just put that on your phone. It’s portable. [ Cathy ]: Anybody here go to the gym? Anybody do aerobics classes? [ Jackie ]: I do Zumba, but I don’t want it recorded. Please no. [ laughter ] [Cathy]: Like when you’re watching TV and IT guy comes on NCIS you have to critique what they’re doing in your mind. You have to. My background is in health care. I’m a nurse. And when I go to the gym, and with Kinesiology and health education, when I go to gym and I see people doing squats. And while they’re doing squats and their knees are way out here and their ankles are way back here, it’s like I want to go up and tell them, no. But I mean, just having this opportunity as a tool to see if you are doing squats the correct way so you don’t blow those knees out. [ Audience ]: I just learned about a lot of the smart garments that are coming out. And one of them is a shirt that you wear and it has sensors and it feeds it to your phone or the app. So I was wondered how you thought those things might sort of fit in with the video idea, or maybe they serve another purpose. [ Jackie ]: Well, actually I’m looking at the up band, because my birthday happens to be coming up. I have nothing to do. I’m the least physical person in the world. Zumba is a very stretch of my abilities, but I’m looking at that because this has really intrigued me into all of this. And you’re looking at some things. [ inaudible ] that you can…it’s really portable and easy to do. I’m just afraid it’s gonna be too portable and the students will walk away with it and not come back. [ Jackie ]: So to rap this up we will be, at 2:30, the three of us will be over in the experience room. Karen has the full version. We have two apps, two versions with the apps. I would say if you’re at a campus or a department where you might be interested in what are we doing from a classroom perspective, then let’s talk about the full program. If you’re if you don’t need to do brain surgery, but you just need to be able to put some peroxide and band aids on something, then come and talk to us and we’ll talk about the app version. So if you need to make the full thing or just the small part. So we have both. [ Karen ]: We can do a Yoga class. [Jackie]: So we do have Yoga mats over there. And Karen has brought some things and we will analyze or let you analyze whatever you want to look at. Thank you so much for coming. I hope you got what you wanted to out of this. [ applause ]

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