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Videotaping Football Games 1 Running Head: Instruction on Videotaping Towson University Football Games Instruction on Videotaping Towson University Football Games By Greg Rex Towson University Spring 2009 Videotaping Football Games 2 Introduction Video has come a long way since the first video recorder was introduced in 1956 By Charles Ginsberg at the National Association of Radio and Television Broadcasters Convention in Chicago. In recent years, great strides have been made in the technology field that enables football coaches to implement digital video in their classrooms and locker rooms. There are certain advantages to using video. Video can be viewed several times in case someone might have missed something or they just want to get clarification. Some people grasp new concepts better when a visual aid is used. Of course there are certain disadvantages in using video. Research shows that for analytical and reflective thought video is not a good tool (Moore, 1993). Video can make it difficult to take notes for some. Financial restraints play a roll for some football programs if they are unable to equip classrooms or locker rooms with the necessary video equipment. The objective of this instruction is to provide students at Towson University specific instruction on how to independently operate a video camera during football games. Specific Instruction is needed for each element of the procedure to unsure that the game is recorded correctly. The teaching/learning styles for the students will be visual and auditory (Newby, Stepich, Lehman, & Russell, 2006). The Student Towson University is located in Baltimore County, within the state of Maryland. Towson University is the second largest university in the state of Maryland, with Videotaping Football Games 3 an enrollment of between 17,000 – 18,000 students. The age range for college students currently enrolled at Towson University are 18 and older. The students are either doing an internship for college credit or are student workers. There are certain cognitive and physiological characteristics that all these student will have. Students will have at least a high school diploma and will be an admitted undergraduate or graduate student at Towson University. Students are not expected to have prior knowledge of how to operate video equipment. However, it will be expected that they are willing to learn to operate video equipment and computers. Students most likely will have a general interest in athletics or video and/or computer equipment. The students will be both male and female, but it is likely there will be more males then females. Progression of Instruction Learning to operate the camera: Read the manual and/or ask any questions before taking the equipment out of the video room. Become familiar with the buttons and functions on the camera. Attach the camera to the tripod. Either the 2.5 inch monitor or eye lens can be used to record the footage. The student will need to find out what they are most comfortable using. Become familiar with the sounds that will be made and displays that will be shown when certain buttons are pushed. Students will operate the camera during football practices to allow them to become better acclimated before they actually use them during games. Videotaping Football Games 4 Preparation of Video Equipment: Clean heads on camera. Clean monitor or eye lenses. Fully charge batteries. Properly label mini-DV tapes. Test camera. Video equipment that needs to be packed for game operation: Camera Batteries (fully charged) AC adapter, AC cord, & DC cord Tapes (1 for each half and a spare) 50 foot Extension cord Rain cape for camera (if rain is in the forecast) Preparing video equipment for game operation: Plug in extension cord Plug AC adapter into outlet Set up tripod Attach camera to tripod Plug camera into AC adapter Make sure power is going to camera Put 1st half tape into camera Adjust tripod and camera to a position that the student feels most comfortable with. Videotaping Football Games 5 Focus camera and set tripod so bottom of picture is parallel with lines on the field. Put rain cape on camera before game starts (if rain is in the forecast). Operation of camera during games: End – zone/rear – tight angle: When teams break from huddle push play. The end-zone/rear-tight camera shall focus on all interior lineman (both offensive/defensive), tight end (or TE alignment) and outside linebackers in the “box.” The student will follow the ball as its point of focus. Depending on whether the ball is coming towards you or away from you will determine whether you will need to zoom in or out If the ball is moving laterally (from side to side) or on short gains, most likely there will be no need for zooming in or out. Push pause, after the referee has blown their whistle and has signaled that the play is over. Prepare for the next play by focusing the camera where the referee marks the ball for the next play. Record all fights. At half-time put the 2nd half tape into the camera. If the side-wide angle camera becomes inoperable, the end-zone/ rear-tight camera will assume the wide angle. Videotaping Football Games 6 At end of game, pack everything up. Side – wide angle: Five seconds of the scoreboard must be shot prior to the start of the game. At the conclusion, of the first half, five seconds of the scoreboard shall be shown. At the beginning, of the second half, five seconds of the scoreboard shall be shot. At the conclusion, of the game, five seconds of the scoreboard shall be shot. Preceding each play a view of the scoreboard is shown. If unable to get a comprehensive view of the scoreboard due to an obstruction or sunlight glare, provide a view of the down and distance markers on the field before every play. Scoreboard is the preferred shot. When teams break from huddle push record. As the team breaks from the huddle, the wide angle camera shall expand out and include all 22 players in the picture: sideline to sideline, offensive backfield to defensive backfield. The wide angle camera will then zoom in slowly, as players converge on the ball (towards the end of the play), so that all 22 players remain in the picture as along as possible. Push pause, after the referee has blown their whistle and has signaled that the play is over. The wide angle camera is responsible for recording all officials’ calls signaling a penalty. Videotaping Football Games 7 Record all fights. At half-time put the 2nd half tape into the camera. At end of game, pack everything up. Assessment I will personally go over the camera buttons and specific functions that they will need to know. Reading the camera manual will be required, I will highlight the sections in the manual that they need to be most concerned with. The students will need to determine whether they prefer to use the monitor or camera lens while operating the camera. Certain displays and sounds will appear while the camera is in operation. The students will need to be instructed on the meaning of these sounds and displays. Since a tripod is necessary for the footage the student will be taking, they will have to learn how to attach the camera to the tripod. After I have gone over the camera with the student and they have read the manual, the student will then show me how to operate the camera themselves. While they are showing me how to operate the camera I will ask questions pertaining to the sounds, displays, and scenarios about the camera. We will also look at the footage that the student has taken and I will inform them on what adjustments may or may not be needed. Conclusion Video is a required teaching tool for football coaches. Video communicates visually and graphically. Some students comprehend instruction better with visual aids (Moore, 1993). Video allows for repeated observation that in result Videotaping Football Games 8 allows the students to master the skills being observed (Newby, Stepich, Lehman, & Russell, 2006). Close up demonstrations are made available through video that enable the student to gain a better perspective on a subject that they are not that familiar with. Video can be used for coaching, self-assessment or creating a portfolio for the coach (Berg and Smith, 1996). The ability to review video several different times for clarity is a huge asset. Today’s students are growing up in an information technology age, that some did not experience when they were growing up. Coaches, players and students that can keep up with the rapidly moving technology curve will find themselves better prepared. As we move forward into the twentieth century, technology will continue to make an impact in our classrooms and locker rooms. The implementation of the new technology will be unavoidable. The sooner we learn to work with the tools of tomorrow the better off we will be. References Anderson, S. (1996, January 1). Multimedia in the Classroom: Recollections after Two Years. Barfurth, M., & Michaud, P. (2008, September). Digital Video Technologies and Classroom Practices. International Journal of Instructional Media, 35(3), 301-315. Hoffman, D. (2007, November). Preparing for the Future. MultiMedia & Internet@Schools, 14(6), 6-6. Maurer, H. (1994, January 1). Lecturing in the Future: Bringing It All Together. Miners, Z. (2008, March). Making a Difference with Multimedia. District Administration, 44(3), 16-16. Newby, T.J., Stepich, D.A., Lehman, J.D., & Russell, J.D. (2006). Educational Technology for Teaching and Learning, 3rd Edition. Upper Saddle River NJ, Pearson. Stone, L.L. (Summer,1999). The Journal of Economic Education, Vol. 30, No. 3, Advancing the Integration of New Technologies into the Undergraduate Teaching of Economics. pp. 265-275.
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