Video Replay Research Articles

Central Video Replay System (CVRS) at the University of Queensland

Educational institutions with large numbers of programmed lecture theatres have always had the problem of ensuring that the correct pieces of audiovisual hardware are available and in good working order at the required time and place. It is also essential that the equipment works to the teacher's satisfaction throughout the lecture period. It may also be necessary to make the same equipment available at another location almost immediately after the conclusion of a lecture, with little time available for setting up and ensuring all the equipment is functional.

Feeding Adaptations of Some Predaceous Hemiptera

Feeding adaptations in five species of predaceous heteropterans (Geocoris punctipes (Say), Nabis alternatus Parshley, Podisus maculiventris (Say), Zelus renardii Kolenati and Sinea confusa Caudell) representing four families (Lygaeidae, Nabidae, pentatomidae, and Reduviidae) were studied. Mouthparts were examined with scanning electron and light microscopy. Radio-labeled ( 14 C) inulin was used to determine that preoral digestive enzymes originate in the salivary glands rather than the gut. All species tested positive for proteinase and phospholipase, but only N. alternatus and P. maculiventris tested positive for salivary amylase. Evidences of salivary stylet collars were observed in all five species, and flanges were studied in detail in G. punctipes and appear to be related to leverase for stylets. Direct observations and video replays showed that the toothed mandibular stylets penetrate, rasp, and cut prey tissues; maxillary stylets form salivary and food canals that deliver saliva and remove liquified prey contents from within. Movements of invading stylets within prey as they probe narrow recesses, such as legs and antennae, are amazingly quick and agile, sometimes bending back upon themselves. These morphological, physiological, and behavioral adaptations permit aconcerted pre-digestion of prey from within and allow these predators to feed efficiently upon prey that equal or exceed them in size

Televised paediatric consultations: a student evaluation of a multipurpose learning strategy

Since 1984, each student in the sixth-year paediatric rotation in the Department of Paediatrics and Child Health at the University of the Witwatersrand has been videotaped while undertaking a comprehensive paediatric primary care consultation. Video replay of the consultation by each individual student was evaluated by the student together with medical and social work tutors. This incorporated psychosocial aspects, communication skills, doctor-mother-child interactions, as well as essential medical content, clinical examination techniques, and management strategies. The student was expected to provide comprehensive health care, viz. dealing with the presenting health problems, identifying any possible hidden agenda, giving due attention to nutrition, immunization, development, optimal use of available records, health surveillance and appropriate education. This teaching programme was introduced in 1984. In 1988, 68 consecutive final-year medical students completed an anonymous Likert-type evaluation form scoring their perceived learning. They affirmed that the use of television in medical education provides a unique multipurpose learning strategy and in particular enhances awareness of self and of patient/family needs. The time, cost and effort invested in this programme are considered justified.

Measurements of blood flow to individual glomeruli in the ophidian kidney

Continuous measurements of the instantaneous rate of blood flow to individual glomeruli in a normal vertebrate kidney were made in the garter snake Thamnophis sirtalis. Epifluorescence video microscopy was used to visualize and record blood flow in the afferent arterioles of superficial nephrons. The dual-slit method was used for the determination of red blood cell (RBC) velocity from the video replay. Simultaneous measurements of the vessel diameter allowed the continuous determination of the instantaneous rate of blood flow. A total of 100 glomeruli was surveyed in 12 animals. These glomeruli displayed both constant and highly variable rates of blood flow, with 21% of all nephrons displaying intermittent glomerular perfusion. The mean single-nephron blood flow rate (SNBFR) for all individuals was 23.9 +/- 10.3 (SD) nl/min (n = 12). The percentage of nephrons with intermittent flow for an individual animal increased significantly with increasing plasma osmolality. Intermittency was associated with low SNBFR values; SNBFR averaged 13.5 +/- 10.2 (SD) nl/min (n = 21) in intermittent nephrons and 29.2 +/- 19.0 (SD) nl/min (n = 79) in continuous flow nephrons, the difference being significant (P less than 0.001). Nephrons with continuous perfusion displayed a much greater range of SNBFR values than intermittent nephrons. This suggests that, although changes in whole kidney glomerular filtration rate (GFR) in reptiles need not involve glomerular intermittency, intermittency may lower GFR.

Ophidian kidney preparation for the measurement of glomerular dynamics in real-time

A new ophidian kidney preparation is described which allows the measurement of glomerular arteriolar diameters, glomerular blood flow, and glomerular capillary pressure in real time. Intravital epifluorescence video microscopy is utilized to observe and record blood flow in the renal microcirculation in the garter snake, Thamnophis sirtalis. Carotid, renal artery and glomerular capillary pressures are recorded digitally on the video recording simultaneously with the images with an eight-channel video data recorder, maintaining synchrony of all data. On the video replay, glomerular arteriolar diameters are measured with a video micrometer and RBC velocity determined with the video dual-slit method. Blood flow is continuously calculated from the diameter and RBC velocity measurements. The continuous and simultaneous measurements of the pressure gradient across the afferent limb of the glomerular circulation, the renal artery to glomerular capillary pressure drop, and the rate of glomerular blood flow allow the continuous calculation of afferent glomerular arteriolar resistance in real time. This is the first demonstration of these capabilities in a vertebrate kidney.

3D HDTV videodisc system

A hi-vision three-dimensional system with two MUSE videodisc players and a 6-tube-type projector called hi-vision, has been developed. Using the hi-vision picture, excellent three-dimensional video pictures can be presented on large-scale screens. The two videodisc players enable synchronized replaying to reproduce three-dimensional images. A 6-tube-type projector with two-way RGB input is adopted for display. By using laser discs, long-time consecutive video replay is possible. In case of replaying without three-dimensional characteristics, long-term replay or repeated replay of two different hi-vision programs can be presented by operating the two players alternately. >

Video in groups: implications for a social theory of the self.

ABSTRACTVideo feedback amplifies critical individual and group processes that have implications for a social theory of the self. The judicious use of video replay facilitates the reworking of identity by (1) inciting the self to “become an object to itself,” thereby triggering new self-reflexive loops of awareness; (2) assisting the self to experience the various perspectives that group members hold toward it, thereby altering its own perspective of itself; (3) enabling the group to become an object to itself, thereby galvanizing a sense of identity and meaning; and (4) allowing clients to view and re-view themselves in a wide range of roles, thereby fostering a multidimensional concept of self. Literature on the use of video in groups is reviewed, and a social theory of the self as explicated by George Herbert Mead is summarized.

Effects of Time and Perceptual Orientation on Actors' and Observers' Attributions

The actor/observer effect was examined by Storms in a 1973 study which manipulated perceptual orientation using video recordings. Storms' study was complex and some of his results equivocal. The present study attempted to recreate the perceptual reorientation effect using a simplified experimental design and an initial difference between actors and observers which was the reverse of the original effect. Female undergraduates performed a motor co-ordination task as actors while watched by observers. Each person made attributions for the actor's behaviour before and after watching a video recording of the performance. For a control group the video recording was of an unrelated variety show excerpt. Actors' initial attributions were less situational than observers'. Both actors and observers became more situational after the video replay but this effect occurred in both experimental and control groups. It was suggested the passage of time between first and second recording of attributions could account for the findings and care should be taken when interpreting Storms' (1973) study and others which did not adequately control for temporal effects.

Phototherapy with disadvantaged boys

The use of photography as an adjunct to psychotherapy is a new and evolving discipline known as phototherapy. Although photographs are used many different ways in therapy (Krauss & Fryrear, 1983) one strong case for the use of phototherapy is to provide a confrontation with self. Photographic self-confrontation provides the client with visual information about the self as an object. The information can be in the form of still photos, film, videotape playback, or even mirrors. The rationale is that this visual information will correct misperceptions, force reconceptualizations, or enhance the esteem in which the observing self hoids the objective self. Social, family, physical. and other attributes can be captured on film or tape and used in confrontive ways. Whether the self-confrontation is therapeutic depends on the selection of the client. the selection of attributes to confront, and the methods ‘of confrontation used. Self-confrontation is not automatically or necessarily therapeutic. Regardless of the specific technique, the provision of a visual display of one’s self virtually demands that one observe one’s self. Danet (1968), speaking of video replay, states that now patients can not only see themselves as others see them, but can react to their own behavior in a way similar to that of others with whom they have interacted. Self-reaction provides them with still more information. Family phototherapists (e.g., Kaslow, 1979; Entin. 1983) may rely on historical photographs from the client’s family album for confrontational purposes. The album is rich in diagnostic information relative to family self-concepts and family system dynamics. By using the historical photographs, the family album method also allows the client to observe the family self-concept and selfesteem process over possibly several years in the supportive atmosphere of the therapy room. Other family phototherapists (e.g., Ruben, 1978) prefer to photograph or videotape the family as the members interact in the therapy session. This visual information provides the client with elaborate data concerning his/her family self-concept and self-esteem, relative to the other family members. For example, a client may notice that he always looks down when father speaks to him, an indication of lowered setfesteem when in the father‘s presence. This data may contradict the client’s statements or even beliefs about his relationship to the father. and lead to a more honest assessment of the family self-esteem and then to strategies for enhancing that self-esteem. Other phototherapists (Fryrear, 1983) who have less of an orientation toward family therapy and more toward the individual are likely to use visual methods directly in the therapy sessions with individual clients or groups. There are several reasons why visuaf selfconfrontation is or can be therapeutic. One is that a client simply may not know what he/she looks like, and the visual self-confrontation pro-

Using video creatively to promote and study interaction within a learning group

Television now fulfils many of the needs which were previously satisfied by public hangings. As entertainment, it has inherited the crudity, vividness and intimacy of the wood‐cut illustrations which used to feature in the lurid ‘Police Reports’ and other penny crime‐sheets of the eighteenth and early nineteenth centuries. Series like “Perry Mason” and “Crown Court” have fired the popular imagination by exploiting the drama inherent in the confrontation and cross‐examination of the court room. Although this kind of material is of very limited value for training and educational purposes, there is still tremendous potential for the imaginative use of video in this area. At Warwick University, for example, a structured teaching programme to enable behavioural change in students who are learning about lawyer/client interviewing, has proved extremely successful. Video recording and replay has become such an important element in the programme that the School of Law has acquired its own video equipment for teaching students. Research conducted by Avrom and Lorraine Sherr (with the help of a Nuffield Grant) demonstrated that a group of articled clerks who were able to watch their recorded interviews on video, in addition to taking part in formal teaching and top‐up' reading, performed significantly better than groups which took part only in the teaching and reading or only in the reading. Interestingly, there was little difference between the last two groups, (i.e., teaching and reading or reading only) suggesting that the formal teaching on its own produced no significant variation in performance.

Video self-confrontation in speech pathology

Fifteen students in speech pathology observed and reacted to video replay of clinical sessions, representing presituation and postsituation tests with intervening microtherapy sessions, which were also videotaped and replayed. Reactions to video replays were made to questions. Experience through microtherapy and video self-confrontation gives some evidence of reduction of anxiety. Further study of the concerns of clinical trainees through video self-confrontation in a microtraining format is recommended.

Training speech pathologists through microtherapy

Two microtraining models were evaluated for training speech pathologists in the acquisition of skills utilized in treating misarticulations. Fifteen subjects in an introductory class in speech pathology were randomly placed in two groups (modeling, video replay, and counseling versus video replay and counseling). The training included reading a manual about the skills and a sequence of three teach sessions. The control group did not view the video model. According to the results, the model group made a greater gain score ( M = 8.38) than the nonmodel group ( M = 3.88). Significant gains were made for both experimental groups between teach sessions one and two, but no significant gains were made between the second and third teach sessions.

Use of Video Replay in Judging Gymnastics Vaults

The effectiveness of using video replays to judge gymnastics vaulting was examined by determining reliability of judges' scores and comparing mean scores from original (live) vaults and video replays. Three experienced women gymnasts performed a total of 10 vaults (three different vaults) which were scored by 10 judges after the live vault, after randomized presentation of three replays (regular, slow, and regular speed) and after randomized presentation of one-replay (regular speed). Statistical analyses suggest that variability of scores was greater after the live vault than after either of the replay procedures, judges' reliability may be enhanced with video replays, and the use of video replays may be helpful in reducing variability of scores and producing more consistent mean scores with certain vaults. However, in a comparison of the conventional method of scoring (live vault) with the experimental method (live vault followed immediately by three replays), there was a significant difference between the two methods on only one of the 10 vaults. Further examination of the use of video replays to judge vaulting is suggested.

Objectivity, Validity, and Reliability of Gymnastic Judging

Abstract The purpose of this study was to determine the objectivity of gymnastic judging, and the validity and reliability of using videotape recorders in gymnastic judging. Five judges from the competition and 10 additional judges viewed the video replays for 10 selected routines from uneven parallel bar and side horse vaults 4 wk after the competition. Intercorrelations showed high objectivity for the uneven parallel bars and moderate objectivity for the side horse vault. A high validity resulted between the competition scores and the video replays for the bars, but no validity was established for the vaults. The judges had very high reliability on repeated replays for the bars, but no reliability for the vault. A new technique for scoring the side horse vault should be developed.

Self-Confrontation Reviewed: A Conceptualization for Video Playback in Teacher Education

In the name of education, training, or therapy, thousands of people have confronted themselves. A cursory look at the recent literature reveals the use of video playback with many populations: alcoholics (Carrere, 1954, 1955, 1958; Mufoz, 1972; Paredes & Comelison, 1968); basketball players (Cooper, 1970); boys on probation (Kidorf, 1963); brainstormers (Dillon et al., 1971); criminals (Berer, Grunberger, & Sluga, 1971); families (Alger & Hogan, 1967; Kaswan & Love, 1969; Paul, 1966; Perlmutter et al., 1967; Satir, 1964); psychiatrists (Berger, 1970); and salesmen (Brophy, 1971). Of course, football players see slow motion video replays and singers have long used mirrors. Students and teachers at every level and in almost every discipline have seen video tapes of themselves: in agriculture (Hedges, 1970); counseling (Cerra, 1969; Ivey, Normington, Miller, Morrill, & Haase, 1968; Poling, 1965; Yenawine & Arbuckle, 1971); drama (Weber, 1967); engineering (Perlberg, 1970); language (Calabro, 1969; Dugas, 1967; Eder, 1971); interpersonal communication (Solomon, Perry, & Devine, 1970); karate (Burkhard, Patterson, & Rapue, 1967); mathematics (Gall et al., 1971); religion (Hemrick, 1971); science (D. Butts, personal communication, 1972); and vocational-technical education (Perlberg et al., 1968; Cotrell & Doty, 1971a). Preservice teachers are probably most often recipients of these services. More often than other groups they are required or expected to participate when video taping is offered. It is impossible to estimate how many teacher education institutions require or suggest video playback, but many possess video equipment. In fact, the preservice program which lacks such equipment is simply not au courant. Despite its wide application, the conceptual base for the use of self-confrontation in teacher education is rarely explicit. In psychotherapy, self-confrontation has been related to the theories of Sullivan and of Mead (Stoller, 1968b), to self-theory (Gergen, 1969) and to attribution and reinforcement models (Ronchi & Ripple, 1972).

Behavior therapy technique for exhibitionism. A preliminary report.

A preliminary report is made of a technique, based on behavior therapy principles, used in the treatment of exhibitionism. While undressed before a mixed sex psychiatric team, the subject's exhibiting behavior was discussed and related to his current feelings. The team was asked to show no apprehension. In contrast the subject's anxiety was maintained at a high level by the intimacy of the questioning and by the proximity of the audience. Other procedures, including visualization in a full-length mirror and video tape recording and replay, were employed to familiarize the subject with his own body. Subsequently, repeated reinforcement was provided using video tape records of interviews. Despite an immediate pretreatment frequency of at least five exposures per month and a history of eight years duration no further episodes are known to have occurred for one year.

Transfer of Instructional Behavior and Performance Acquired in Simulated Teaching

This study examined whether instructional performance acquired during simulated teaching with peers acting as students would transfer to a setting in which real pupils were students. Four ratings and two descriptive measures were obtained for forty-four preservice secondary teachers using lessons taught to peers and to sixth, seventh, and eight grade students. Comparisons of the teachers' rated performance and behaviors in the peer les sons and the real pupils lesson indicated that performance improved during a series of simulated lessons using peers as students and that the increased levels of performance were maintained or improved when real pupils were used. Results are interpreted as evidence for transferability of instructional behavior across settings. THE PURPOSE of this investigation was to determine whether instructional behavior learned during a series of simulated teaching experiences using peers as students would transfer to a set ting in which real pupils were students. Simulated teaching has recently come into more extended use in teacher preparation, both in pre service and in-service programs. Programs which use simulated teaching include the minicourse (3), microteaching (2), and laboratory teaching (5). Although differences exist among these vari eties of simulation, their applications in teacher education are similar. Simulated teaching involves the presentation of a lesson in which a teacher practices some instructional behavior or teaching style in a small group, and subsequently receives feedback about aspects of his behavior or about the effects of his instruction. Prior to teaching, a description of the teaching task is given with modeling procedures commonly used; video and audio tape replays of the lessons are sometimes supplied as part of the feedback and peers and/or secondary and elementary school pupils act as students in the lesson.

The Effect of Selected Media Feedback upon the Interactive Behavior of Student Teachers

The problem involved in this study was to ascertain whether student teachers receiving supervisory feedback with the aid of video and/or audio tape replay demonstrate a greater change in their classroom verbal interactive behavior than student teachers who receive supervisory feedback with no video or audio feedback. Evidence indicates that those receiving video feedback utilize less “direct teaching influence” and more “indirect teaching influence” as categorized by Flanders’ Verbal Interaction Analysis System, Within the audio group, the magnitude of change in the student teachers’ instructional behavior was not statistically significant. The magnitude of the directional change was greater for those students receiving video or audio recorded feedback than the magnitude of change in the control group.

Relative Effectiveness of Teaching Beginning Badminton with and without an Instant Replay Videotape Recorder

The problem was to examine the relative effects of teaching badminton to beginners with and without an instant replay video tape recorder. Two classes ( Ns = 22 and 21) of students at Simon Fraser University were taught a 10-wk. unit of badminton. The experimental class used the video tape recorder. Evaluation of performance was by the Miller Badminton Wall Volley Test. No significant class-sex interaction was noted and no significant difference between the classes was observed.