Digital Video Technology in Athletic Training, Part 2: Creating an Instructional Digital Video

2006 ◽  
Vol 11 (3) ◽  
pp. 26-29
Author(s):  
Scott R. Sailor ◽  
David C. Berry ◽  
Michael G. Miller
2006 ◽  
Vol 11 (2) ◽  
pp. 46-48
Author(s):  
Scott R. Sailor ◽  
David C. Berry ◽  
Michael G. Miller

Author(s):  
Blake Atwood

This chapter speaks to the ways in which reform cinema was wrapped up in the technological changes during Khatami’s presidency. In particular, video technology, which was banned in Iran between 1982 and 1993, gained widespread acceptance during Khatami’s presidency. Meanwhile, the proliferation of digital video at the beginning of the 21st century was changing what it meant to make and watch movies around the world. Abbas Kiarostami’s Taste of Cherry (1997) and Ten (2002) and Bahman Farmanara’s The Smell of Camphor, the Scent of Jasmine (2001) speak to this changing technology, and they play with video in order to show how this technology was democratizing filmmaking in Iran. This chapter contextualizes Kiarostami’s and Farmanara’s films by suggesting a history of video technology in Iran, one which demonstrates that the changing cultural value of video developed in tandem with Khatami’s discourse of reform.


2011 ◽  
Vol 71-78 ◽  
pp. 3967-3970
Author(s):  
Hua De Huang

The paper briefly sums up the digital video panorama stitching steps, core issues and common registration algorithm on the base research of panoramic digital video technology. Also image registration algorithm based on feature line segment ratio is applied to educational panoramic digital video production. Examples have shown that the algorithm has good results in convergence rate, accuracy, and workload and so on, which has proved valuable in the digital video research. The advantages and disadvantages of the algorithm are summarized for the further study.


2006 ◽  
Vol 130 (9) ◽  
pp. 1335-1338 ◽  
Author(s):  
Héctor Melín-Aldana ◽  
Barbara Carter ◽  
Debra Sciortino

Abstract Context.—Digital technology is commonly used for documentation of specimens in anatomic pathology and has been mainly limited to still photographs. Technologic innovations, such as digital video, provide additional, in some cases better, options for documentation. Objective.—To demonstrate the applicability of digital video to the documentation of surgical specimens. Design.—A Canon Elura MC40 digital camcorder was used, and the unedited movies were transferred to a Macintosh PowerBook G4 computer. Both the camcorder and specimens were hand-held during filming. The movies were edited using the software iMovie. Annotations and histologic photographs may be easily incorporated into movies when editing, if desired. Results.—The finished movies are best viewed in computers which contain the free program QuickTime Player. Movies may also be incorporated onto DVDs, for viewing in standard DVD players or appropriately equipped computers. The final movies are on average 2 minutes in duration, with a file size between 2 and 400 megabytes, depending on the intended use. Because of file size, distribution is more practical via CD or DVD, but movies may be compressed for distribution through the Internet (e-mail, Web sites) or through internal hospital networks. Conclusions.—Digital video is a practical, easy, and affordable methodology for specimen documentation, permitting a better 3-dimensional understanding of the specimens. Discussions with colleagues, student education, presentation at conferences, and other educational activities can be enhanced with the implementation of digital video technology.


2009 ◽  
Vol 4 (4) ◽  
pp. 157-161
Author(s):  
Jeffrey K. Kawaguchi

Context: Assessing clinical proficiency and documenting learning over time is quite challenging. Educators must look for unique ways to effectively examine students' performance and archive evidence of their academic progress. Objective: To discuss the use of video analysis to bridge the gap from educational competency to clinical proficiency, and describe its use in the assessment of clinical proficiency of the athletic training student Background: A consistent challenge in curricular development for any athletic training education program (ATEP) is transforming formal classroom and psychomotor skill learning to the appropriate clinical proficiencies required by the standards for accreditation. Thus, we developed a method to address this challenge that incorporates the use of digital video technology. Description: We describe the use of video in the form of a digital video disc (DVD) as the means to evaluate and assess the student's achievement of specific clinical proficiencies. Additionally we give specific examples of the aspects of video analysis that we have addressed in actual encounters. We present this method as a means to perpetuate the concept of “learning over time.” Clinical Advantage(s): The use of video to analyze student performance during a clinical injury evaluation provides the means of (1) evaluating an athletic training student's clinical proficiency, (2) allowing student input into their psychomotor performance, and (3) developing archival data of student performance for re-evaluation and documentation of learning overtime. Conclusion(s): The use of video analysis represents an effective pedagogical method to educate athletic training students.


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