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Rob Collins, Kyle Smethurst, Thomas Gongwer

EDSS 530
Professor Stall
Digital Age Part II/Action
Technology on the Field Part II
Now that you have some knowledge regarding your issue, you will design a lesson, practice,
or project for your students to USE the technology for their own learning and inquiry.
This technology tool is rapidly growing and even though it was designed for football it has
expanded into soccer, basketball, baseball, and softball in several areas across the country. We
have all enjoyed using in our spring practices but had our own questions about what
this technology could do for our individual instructions and how it could benefit our student
athletes. This reflection will review the advantages it creates for our teams, coaching, player
performances, and the learning experiences that translate on and off the field. This reflection will
also comment on problems that we have found with the technology and provide a review of our
overall analysis.
During the implementation/action phase, you will continue to share your thoughts and
reflections through your PLN with your colleagues, asking questions and making
modifications when/where warranted.
Through the use of our PLNs that include but are not limited to; Facebook, Twitter, Weebly,
Google+, and cougar email the three of us were able to be in constant contact and formulated
questions we had about
Questions that we had going into to this project included: How can this technology help me as a
coach? How can this tool benefit my players? How can this tool be used to evaluate players and
coaches (i.e. Diagnostic, Formative, or Summative assessments)?
Questions that arose during the implementation phase included: Will the learning translate into
on the field production? If so, in what was did it benefit the player and team? How does this
technology transcend the field into the classroom?
At the conclusion of the implementation, you will add a one-page reflection to Part I and
post it on your website, along with pertinent materials (lessons, examples of student work,
etc.) that you developed during implementation.
Football was the common thread that bound the three of us and the shared interest that caused us
to collaborate on this project. It is also the arena in which, burst onto to the scene
creating a digital age tool that has spanned across the entire country. The reason has
made such an impact in the world of sports and specifically football is efficiency. Through the
use of technology provides a tool that increases the productivity of instruction on the
field and allows coaches and plays to connect of it. In sports, such as football, it is impossible to
simulate and practice without your entire team, even then, it is not a completely accurate
simulation. This means that analyzing game film, from previous games and practices, is a crucial
part of evaluation, assessment, and corrective instruction. This would either require less time in
practice to physically learn techniques and game plans, or more time away from their studies
sitting with a coach after practice. With this is no longer the case. This technology tool
gives players the capability to visually see themselves perform with their coaches narration
instruction on any mobile device and at their convenience. Organizing specific examples and
highlighted plays from actual game footage that coaches can display on the field with the use of
any tablet or iPad.
How it helps the coach:
As a coach, saves time and dramatically improves game analysis. Producing better
prepared and organized game plans that optimizes the reflection instruction sacrificed during the
allotted practice time. It allows for quick on the spot reference to game scenarios, plays of
interests, and common mistakes from the last game. This can apply to the whole team or a single
individual who is struggling with technique or their footwork. All of these things can be
highlighted, annotated with notes, and drawn in with arrows of exactly what a player should have
done on that play. This not only provides the coach with reminders of what to look for on the
field but players can annotate for their own reference. While we were implementing this project,
we had a player that continually missed his assignment on the field. He was covering too much
ground and was increasingly frustrated with why he kept making the same mistake and how it
disrupt everyone else on the field. let us slow down and organize all of his plays over
three games and identify the problem. It was as simple as adjusting his footwork and his comfort
and confidence are now growing exponentially. This process would have taken hours and hours
over the course of a week, but with it only took 20 minutes.
How it helps the player:
There are so many little variations to positioning, footwork, and timing in all sports and in the
moment it is very difficult to focus on any specific one. Let alone identify what is wrong while
you are trying to focus on all three simultaneously. allows players to slow down and
see exactly how they are moving and reacting to the game. Pin pointing the area of focus that a
coach is trying to teach or correct. Many athletes learn by physically doing or seeing the action
and makes it possible for them to see how they are performing the task and how they
need to change it. They are also able to view this whenever and wherever they want to. This
product specifically translated to success in our implementation by creating a touchdown for one
of our defensive players. A tendency by the opposing team was noticed by us and through, we sent clips of it to our secondary players. We noted what to look for right there in
the clip and in the next game one of our players exploited this tendency for a touchdown.
Translating and Transcending:
Through this implementation process we have also discussed the benefits it could have in the
classroom. Now we are not suggesting that students film themselves test and teachers evaluate it
for fundamental mistakes, but what it does show is the success in one on one assessment
reflection. Students do not always perform badly on exams because they did not study and an
individual plan would be extremely beneficial to the student. The effectiveness, of one on one
reflection learning, with our students early in the year could do wonders for their performances
as the year goes on. Especially if the students could see their progress after modified individual
In conclusion, is an incredibly useful technological tool that can increase student
learning on and off the field. It does however, have a few problems that we encountered during
our implementation. This is a cloud-based tool that requires internet access to be used and on top
of that it does not allow any legal downloading of videos. This makes it hard to demonstrate
examples for someone who does not have a membership to Another disadvantage
along these same lines of membership access is that is very expensive. In all of our
cases the school provides us with an account that is purchased as a team package. Players are
given an access account or else this would not even be an option, considering the price. The price
is a problem, but if the school will fund it, is a very effective tool that all coaches
should utilize.