Movement analysis is not an end in itself. It is a means to an end, a way to solve a problem or discover something. One way I encourage students to apply observation and analysis is through a Challenge Session.
The Challenge Session is a carefully structured class in which students are asked to observe videotaped material and answer a question. I have chosen the material, analyzed it myself, and framed the question – ideally one that can be answered in more than one way. For example, I might use video of two people doing the same task in different ways and ask which person is most effective. The challenge to students is to analyze the material and use their movement analyses to substantiate their answers to the question. In this example, students have to define what “effectiveness” in the particular task might be and relate the movement data to their criteria.
I exercise some control over the process of the Challenge Session while leaving other choices open to students. For example, I will limit the duration of observation by allowing students to observe the video only five times (with time between to make notes). Students are free, however, to choose the movement parameters they want to focus on and to record observations in whatever way they prefer.
The observation and analysis process is completed outside of class, as students write a short paper, stating their answer to the question and supporting this with their movement analyses. When grading the papers, I check the accuracy of their observations and how they use this movement information to answer the question.
We conclude the Challenge with a class discussion when the papers are returned. This may include reviewing the video to clarify analytic details. More importantly, the discussion allows the students to share their different answers. How was “effective” defined – carefulness or speed? Which mover did they prefer? Why? What movement parameters did they choose? What did they learn from the whole experience?
Tip #5 – Challenge students to discover something.