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FILM IN HEALTH AND PHYSICAL EDUCATION
tween the audio-visual experience and the organized subject matter making up the content of the health course. When there is teacher and student planning and preparation for the film, there is reasonable assurance that the film will be an educative procedure with the necessary quality for stimulating thought and formulating ideas.
The film is a tool that must be handled with clarity of purpose and dexterity, and it must be intelligently manipulated with a skill that is comparable to the skills used in handling other basic materials.
The film must be previewed, not only before selection as a part of the evaluating process, but again before use in the class. This will enable the teacher to anticipate points in the course of the showing where discussion will be forthcoming. She will note also the areas needing further explanation, will be able to anticipate questions from students and plan for them.
The time at which the film is introduced in relation to other materials is vitally important. There is a place in the sequence of planned activities and organized instruction within a class where the film will best do the job of giving additional information and supplementing that already learned, and perhaps by leading the way to further study or the pursuit of a specific problem outside the classroom.
A health education teacher will set the stage for optimum learning by discussion before the film is presented, or she may stop the film and make emphasis at the time when such emphasis will be most impressive. She may choose to follow the film by discussion while it is still clear in the minds of students and while their thinking is being challenged.
These introductory remarks and the activities of the class prior to seeing the film go a long way toward determining how much a class will learn from the film. Activities which follow a film are most valuable when there has been an analysis of the material covered in the film. In health class, a teacher may
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