Instruction of Videotaping Towson University Football Games by qingyunliuliu

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Running Head: Instruction on Videotaping Towson University Football Games




                         Instruction on Videotaping

                             Towson University

                              Football Games

                                    By

                                 Greg Rex

                             Towson University

                                Spring 2009
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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


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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.

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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.


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   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.

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   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.


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   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

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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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