We have a child who recently joined the school’s volleyball team to have some fun, try it out, and hopefully, learn some competitive strategy along the way. What was most interesting to me, however, is the method and medium through which the coaches chose to aid and elevate the skill level of overhand serving in their players.
They sent a YouTube link.
All volleyball team mates received an email from their coaches, along with a link to a specific YouTube video which demonstrated the steps to a successful overhand serve. The video modelled a coach’s skill whose cumulative expertise had won her “Coach of the Year,” not once, but seven times. Now, that’s expertise available at your fingertips.
When you watch the video you can see why she has been such a successful coach and why her teams do well. She breaks down the overhand serve into its component parts, each building on the last. These skill sub-sets are then explained, modelled and practiced by the kids as they work their way toward mastery of the overhand serve. Players also receive encouraging or corrective feedback from their coach, and then incorporate what they learn into the next sequence.
More and more, we see user-generated content being produced by those with mobile devices. Not only is video providing us with a way to capitalize on and leverage the global expertise of others, but also offers advantages in re-playability. Because videos can be paused and then watched again, they are extremely helpful for teaching short tasks or skills because with visual repetition, they can be made accessible to anyone anywhere–provided, of course, there is Internet access.
Many of us would admit that if we want to learn how to do something like “remove wet road white paint off our car,” we’ve probably searched YouTube first. I, too, must admit that when I needed a reminder on how to cook raw beets, I did not reach for the cook book. I didn’t even call my mom. Instead . . . you guessed it, I watched a YouTube video. These short, step-by-step instructional videos help in moments of need and can sometimes clarify instruction in less time.
What implications do micro-videos have for us?
We need to ensure that our videos are what our viewers need and want, and let the viewers’ needs drive design. Videos should be short, clear, fun, memorable, and get the job done. So the next time you need to do something with raw beets, improve your overhand volleyball serve, or perform a specific task, selecting the right Vimeo or YouTube video . . . might just be all you need.
What say you?
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