The Educational screen (c1922-c1956])

January, 19}S Page 7 Visual Aids in Physical Education By J ALEXANDER Professor of Physical Education East Carolina Teachers College, Greenville. N. C. IX PRESENTING \-isual aids to the already over- burdened teaching profession its pioneers have negleaed to make it available to the group to which it offers the greatest opportunities: namely, the teach- er of health and physical education. Here we have many comparatively inexperienced teachers attempting to teach a multitude of activities, many of which they are unable to demonstrate to an advantage. No in- dividual teacher can master correctly the fundamental techniques of such innumerable actiN-ities as are offered in even the most modest secondan,- school physical education program. Imagine a person so versatile as to master tennis with the versatility of a Tilden or Budge; golf as demonstrated by the great Bobbie Jones; football end play as executed by the inimitable Dalr>-mple: basketball as personified by Davy Banks; swimming with the precision evidenced by Johnny W'eismuller; and track and field fundamentals with the technical master^- of Jesse Owens, "Spec" Towns, or Glenn Hardin. Yet, the teacher of physical education in many of our high schools has to be able to offer instruction in such a multiplicity of activities. His inability to demonstrate correctly such range of activities will handicap the future success of youngsters attempting te master correct fundamentals, unless a sul}stituiive means of demonstration is provided. Financial limita- tions and the clement of time make it impossible to secure a masten.- of each activity to actually demon- strate the fundamentals and techniques required for proficient successful training. Here the burdened teacher has several options; he can resort to such demonstrations as he. himself, can present or as he can have demonstrated by his superior performers from older groups or the ^•arsity squad, or he may pro\nde visual instruction and visual aids which will enable the novice to establish certain models or criteria for at- taining proficiency and efficient mastery of the various technical requirements of the activity. X'isual aids offer the perplexed, conscientious teacher a medium of instruction that appeals to the child's desire for perfection of achievement and at the same time sets up certain definite objectives in the form of correct techniques. The second contribution of visual aids comes through their power to motivate the in- terests of the learner and to create within him a desire for further activity', which within itself is worthy. Rulon* believes that motion pictures produced and wisely used have distinct pedagogical advantages over any other teaching medium now used. Trieb- suggests that the child learns through three avenues: (1) leam- The author has used Wsual devices in teach- ing physical education and sports with marked success, and conducts courses in such teaching procedure at George Peabody Col- lege for Teachers Summer School. ing by hearing; (2) learning by doing; and (3) learn- ing by seeing. The right use of motion pictures and \-isual aids enables the wise teacher to make available to the child the latter two avenues by encouraging prac- tice and by seeing the correct techniques demonstrated through the medium of the motion picture. The physical education teacher will find that a well plaimed visual instruction program, including motion pictures, slides, still pictures, and progressive diagrams will improve his teaching in the following ways: (1) by giving correct concepts; (2) by broadening the sen- sory- experiences of the pupils; (3) by intensifying im- pressions; (4) NHtalizing instruction and motivating activity; (5) by giving the pupil vicarious experiences in activities outside his experience and enviroiunent; (6) by supplementing other learning activities; and (7) by giving correct impressions of form and tech- nique. Through slow motion pictures a time-movement analysis is possible and the learner can follow: a. The positions of the body and its parts b. Execution of movement c. The various planets of movement d. The relation Ijetween the various parts at a given stage of the technique e. The handling of equipment: shot put. discus, ball. etc. f. The amount and direction of muscular exertion g. Team play, team formations, and the relative position of each player in relation to other mem- bers of the team at any specific stage of a play or maneuver. h. The timing of individual and team movements The administrative problems attached to carrj'ing out such a program are similar to those in any other de- partment, and center around securing equipment, suit- able film, pictures, and instructional media. Many fine films suitable for instructional purposes in physical education are available and can be secured from nu- merous agencies at a mc>st reasonable price or rental. Much valuable instructional material can be made by making slow motion shots of skilled performers, and of teams, in action. Such shots, properly sequenced and carefully edited, have a very important place in the teaching of physical education activities. The initiat- ive and ingenuity of the teacher determines the vz.\ue of self-made materials. 1. Rulon, P. J.: The Sound Picture In Science Teaching Cambridge. Har\-ard University Press, 1933. p. 1. 2. Trieb. Carl F.: The Professional Preparation of Teachers Phi Delta Kappan, 19:161-4. Feb.-Mar., 1937.