FLIP Video Cameras in PE!Kent Hyde, Holbrook Middle School - Lowell, NC

To improve student learning using FLIP cameras during a volleyball unit in both Standard 1 and 2.

Standard 1 - Demonstrates competency in motor skills. Standard 2 - Demonstrates understanding of movement

concepts, principles, strategies, and tactics as they apply to learning and performance of physical activity.

Measurable Outcomes - Students will be able to correctly perform three basic volleyball movement skills and score at least 70% or higher on cognitive tests.

Planning Stage - Purpose Statement Results Stage - Evaluation

Action Stage - Data Collection

Assessment 1 - Students working at stations in groups of four will be assigned roles (skill performer, partner, videographer, analyzer). After the task is completed, the video is reviewed, self/peer reviews are conducted, feedback is provided, and the roles are rotated.

Assessment 2 - Students are shown selected video clips on a projection screen from class volleyball game play of correctly performed skills, strategies/ tactics used, and rulings. Then they will respond to short answer test questions (T/F, multiple choice).

Assessment 3 – Students review video clips (volleyball skills progression) of themselves near the end of the unit to self-assess and then write a reflection.

Holbrook is a middle school of 800 students in grades 6-8. A co-ed 8th grade PE class of 30 students. Skill level - students are primarily beginner to some

intermediate levels in the game of volleyball. Technology experience - students may or may not have

prior use of the FLIP video cameras. However it is easy to operate.

Planning Stage - Settings and Participants

Lesson-by-lesson, dedicated, student “Video Team” responsible for filming class activities and editing footage into a two-minute montage shown at the end of a unit.

Small groups of students filming a dance they created themselves and using a peer evaluation for assessment.

Creating short and funny videos of PE class rules/ procedures to be shown to students at the beginning of the semester.

Creating short video “Activity Breaks” of student-led exercises using materials in a classroom shown on school-wide TV throughout the day in core subject classes.

Results Stage - Discussions/Conclusions

Recommendations for Future Use

Three week unit in volleyball with the basic skills of forearm pass, set, and underhand serve to be taught.

Demonstration videos shown to students in lessons when introducing each skill (embedded terms, cues, positions, and movement sequence).

Student technology use through individual and small group filming experiences for feedback with self & peer assessments and through video analysis written tests to check for understanding.

Management of technology - Students will be taught how to operate cameras/ class procedures for use at the beginning of the semester (reminders, hints, cue cards posted at stations).

Action Stage - Project Overview

Example SkillTask Sheets

I expect to see in the results of the assessments that my students learned and achieved both Standards 1 and 2. They will be able to perform all three volleyball skills correctly and score at least a 70% or higher on cognitive tests.

Using FLIP video camera technology in my classroom will excite students and give them the opportunity to see their own improvement first-hand as well as provide them positive experiences in working cooperatively with others.

Integration of this technology will allow me to work more individually with students who need additional assistance and help me to better monitor class learning as a whole.

Others can utilize this information by me submitting videos to websites such as “School-Tube” and “PE Central” to share professional ideas and collaborate with other teachers.

Standard 1 – data will be collected from Assessment 1 (peer assessments - tasks sheets), teacher observation during game play (rubric), and Assessment 3 (video analysis reflection sheets) to determine student movement skill competency in the forearm pass, set, and underhand serve.

Standard 2 – data will be collected from Assessment 2 (written tests) and teacher observations during game play (rubric) to determine student understanding of volleyball concepts, principles, and tactics.

Sharing data with stakeholders - graphed results of student achievement will be used to inform students of areas of strength and improvement; task sheets, individual video clips, and tests will be available to inform parents of their student’s progress; and I will analyze overall class graphed results to identify trends/tendencies to improve future teaching strategies/learning activities.