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3 Responses so far.

  1. Dave says:

    This article reminds me of how the math tutoring website Kahn Academy become popular when Salman Kahn moved away from home. He could no longer help his nephew with math so he started posting videos on youtube for his nephew. He found that his nephew preferred the youtube version of his uncle’s help to the actual tutoring because could pause, rewind, and review the instruction at his own pace and with his own focus.
    The biggest benefits of technology to me are the ability to provide a great visual model of a task being performed properly (by someone else), and also instant feedback on how the task is being performed right now (by the performer).
    Has anyone tried this with sports, meaning side by side comparison of expert verses amateur? Sounds like a lot for youth sports, but the technology is so much more accessible I’d love to see and hear if it works.

  2. Dave says:

    Wow – Sorry for the poor grammar…I was re-wording the above post when a co-worker started talking to me, so I hurriedly finished up. I guess I need to work on my multi-tasking skills!

    Anyway, I hope you got the point. The Kahn Academy story is here:
    http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

  3. Dean Holden says:

    Dave,

    Great questions!

    Looking forward to viewing the Kahn Academy stuff / video. Sounds fascinating!

    I have been using ‘role model clips’ to show my players and skill academy students various examples of proper executions of skills, tactics (decisions) as well as to provide visual feedback to my athletes soon after recording them.

    I use a Sony HD video camera (small, handheld) and an iPad. The iPad shoots amazingly good video and pictures – just limited by the ability to achieve a wide enough angle to capture an entire zone of play from the bench. (After borrowing a GoPro and mounting it on the helmet of a student in my grade 8 class last year, I want to buy one! Fantastic, clear HD video and you can sort of see what he is looking at – head up or down – and get the approximation of where he is looking. It is a very good first person video and you get a ‘feel’ for the game! It allows you to vicariously experience decision-training!)

    I also use an app that is essentially a hockey whiteboard, but it isn’t great. Some free whiteboard programs are easier / better IMO but don’t have the rink markings. (I am working with a company to design a better coaching app – might take some time, but stay tuned!)

    I use video from the Sony to show clips of practice, training or game play; same for the iPad. I can also take pictures with either to show a snapshot of positioning and use that to base guided discovery questions from.

    The app / whiteboard, I use to show athletes some situational play and ask them what they did… What they saw… What decisions they made and why… Were there other options? Any better options?

    The iPad & whiteboard features are great as I can use them on the ice, on the bench or at off-ice training. The Sony needs a larger screen to be effective to show to more than one person. I am working on a solution including a portable hard drive with its own wifi and then streaming it to my iPad. Time will tell if it will work!

    The ages of my kids are 9-18 so I haven’t used this technology with pros yet.

    Based on their feedback, I gather that the kids enjoy and appreciate my attempts at incorporating technology. They love seeing themselves for the most part – I suspect as I try to catch them doing something right (the majority of the time!) as opposed to pointing out the negatives and being critical all the time!

    I do show some questionable decision clips (and outright “what were you doing?!” clips) but I try to phrase the guided discovery questions in such a way that it remains a positive experience.

    Everybody makes mistakes and this is how we learn. Since I primarily use games to teach (and create competitive, measurable situations whenever possible, even for later stages of skill refinement), there is always instant feedback to the participants within the game / challenge; decisions lead to consequences (i.e. a bad pass leads to a turnover/ loss of possession, which may lead to a scoring chance against, etc.) They don’t need me to yell at them for making a bad pass… Duh, I think they can see that! We need to remember (coaches, parents and fans): Kids aren’t mini-pro adult athletes, they will make mistakes!

    Good, old-fashioned journaling (from ages 13 on up) seems to enhance critical self-reflection. Although it can be argued if this is a ‘technology’, my colleague, John Castrillon (“the Colombian”) has been doing it with his female athletes (not sure about the males) from 12-19 for years and has had excellent results from it – individual, team performance and outcomes! Obviously how he frames the journaling experience (what to write, how much, when, etc.) and how he holds them accountable (by telling them when they must turn them in so he can read and make comments) help establish the routine. But this form of introspection, discipline helps train their minds. I look at it as another way to foster deliberate practice; the athlete gains access to their inner voice / self-talk and this experience, with the guidance of the coach, allows for a growth mindset to take hold. I am going to try it with my older athletes in the future.

    Check out this link below (#4) as Mark Upton talks about technology and coaching, “Pedagogy before Technology”. You need to scroll down a bit to get there. (Actually check out all of his stuff – he does a great job!)

    http://www.sportsrelations.com.au/blog/blog/2013/02/28/level-2-coaching-course-presentation/

    Hope this response helps answer your questions and leads you in a positive direction!

    PS I always thought I was a poor multitasker, then I read this: http://blogs.scientificamerican.com/guest-blog/2013/03/13/the-eyes-have-it-google-glass-and-the-myth-of-multitasking/

    Multitasking is a fallacy – it can’t really be done with any great effectiveness. Both tasks suffer… Phew! It’s not ‘me’!

    Cheers!

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