case study
Mar 2012
State University of New York at Cortland
Dartfish Technology is Incorporated into Multiple Programs at
SUNY Cortland, including Kinesiology, Athletic Training, Sport
Management, Physical Education, Athletics, and Research.
Dr. Jeff Bauer
instructs in the Department of Kinesiology at
SUNY Cortland. He teaches Undergraduate Biomechanics, is the CoDirector of the Biomechanics Laboratory and the Associate Director
of the Center for Obesity Research and Education. Under Dr. Bauer’s
direction, Dartfish is used in classroom lecture, student laboratories,
for research, and by the SUNY Cortland Dartfish Club.
Biomechanics
Dartfish is implemented in
the Classroom, the Lab, and
used as a Research Tool
“I
use Dartfish in a variety of
ways for my classroom and research
responsibilities.
In the classroom I
use it to present real-life movement
concepts to my students. It is my
primary tool for demonstrating digital
video capture and analysis concepts.
It provides a way for me to show my
students actual examples of sport
skill
analysis,
projectile
motion,
vector resolution, and to highlight
subtle
differences
in
movement
performance. Dartfish has provided me
with a tool that brings alive many key
biomechanical principles of movement
that are so hard to fully understand and
appreciate, when presented in standard
classroom settings.
Dartfish is the easiest and best product I’ve ever used for
capturing and working with digital video. It is my primary tool
for demonstrating digital video capture and analysis concepts.
(continued on page 2)
Dr. Jeff Bauer
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page 1
(continued from page 1)
“Many students are visual learners,” explains Bauer, “so this ability
to bring in annotated video clips to illustrate and tie them to similar
videos and examples found in the e-text, Dynamic Biomechanics,
used in my class, is invaluable in their grasping the full meaning of
the mechanics of human movement.”
Dynamic Biomechanics – an E-text
Embedded with Video and Teamed with
Dartfish Student Connect Software
As a college professor, I believe I owe it to my students to
teach courses with the most up-to-date, relevant, and useful materials
and technologies, so I can help students learn and develop skills that
will best prepare them for their future careers. I believe using Dynamic
Biomechanics bundled with Dartfish Student Connect Software, provides
me with the perfect combination of tools to achieve my goals as an instructor. It
gives my students their best opportunity to succeed in the classroom and beyond.
As a biomechanics lab instructor, I find that Dartfish is an invaluable
tool for performing movement analysis. It enhances not only how I teach my labs, but
also the learning of my students. It is also a program that is easy to learn and fun to use.
Dynamic Biomechanics is an excellent resource for undergraduate biomechanics students.
The information is comprehensive, it is easy to use, and the built in search engine makes it
superior to any traditional textbook.
Dartfish has provided
me with a tool that
brings alive many
key biomechanical
principles of
movement that
are so hard to fully
understand and
appreciate when
presented in standard
classroom settings.
Dr. Jeff Bauer
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page 2
Understanding Movement Mechanics and the Consequences of Actions is Critical
Knowledge for Exercise Science and Physical Education Majors “It is critical for
my students, who are primarily Exercise Science and Physical Education majors,
to gain an appreciation of the mechanics of movement and the consequences of
actions that place the body at risk of injury in sport and daily life situations,” states
Dr. Bauer. “Of course being a biomechanics instructor, I believe that an introductory
course in basic biomechanics is the perfect place for students to begin to gain
that knowledge. I teach biomechanics from the perspective that to fully understand
what is happening when a person performs some movement, you must understand
the underlying anatomy of the mover, the physics or mechanics that govern the
movement and how relevant information to the movement can be accurately
captured and analyzed.
“When the students have the opportunity to actually perform the movements
themselves, video them, and conduct an actual biomechanical analysis of the
actions, it often results in that ‘Ah hah!’ moment for which all instructors strive.”
Dr. Jeff Bauer
During lecture when discussing kinematic (describing motion relative to time
and spatial considerations) or kinetic (the effects of force on an object) concepts,
I can insert video clips or still images captured using Dartfish to enhance my
lecture materials. This allows me the opportunity to take relevant examples from
my research or other sources and show them to my students. I believe it is very
important to understand, not only the concepts associated with the physics of
human movement, but also to gain an appreciation of the technology and effort
associated with capturing useful biomechanical data.”
Dr. Bauer’s Students are Exposed to
Dartfish in a Variety of Classroom
and Laboratory Experiences
“As well as the students who take undergraduate Biomechanics,” Bauer clarifies,
“Cortland Kinesiology students now have other unique opportunities to develop
their movement analysis skills using Dartfish. Starting in the Fall of 2011, all
incoming freshmen Exercise Science majors are required to take a new course,
Computer Applications in Exercise Science. This is when they get their first
exposure to Dartfish software. In this class, students are required to complete two
small projects demonstrating their competency using Dartfish. Additionally, Athletic
Training students are getting to work more with Dartfish.”
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When the
students have
the opportunity
to actually
perform the
movements
themselves,
video them,
and conduct
an actual
biomechanical
analysis of the
actions, it often
results in that ‘Ah
hah!’ moment
for which all
instructors strive.
Dr. Jeff Bauer
page 3
Dartfish TV Used in Teaching
Biomechanics
Dr. Bauer’s
Biomechanics
Research Group
Project:
“At the beginning of each semester,” states Bauer, “I create a private collection
for each of my students on our campus Dartfish TV Channel. The collection
is accessible only by the student, my class graduate assistant, and me.
Students upload all of their Dartfish assignments to their private collection
where they are reviewed and graded. The students do not have the option to
Each group will be comprised of no more
than 4 students. All group members will
complete the following activities while being
videotaped:
delete uploaded assignments, but may upload as many rough drafts as they
wish, prior to the due dates of the assignments. This arrangement allows
students to upload drafts of their assignments, if they wish for me to review
with comments, before their final assignment deadline. All final assignments
remain in their private collection space until after final semester grades are
1.
Maximum
effort
vertical
countermovement jump on the
force plate
2. High bar back squat
assigned.
This arrangement greatly reduces the time and hassle of collecting and
returning student Dartfish assignments. Having access to their own private
collection space, eliminates the need for them to create Mediabooks that
3. Four meter walking trial
must be emailed, posted to a DropBox account, or copied from a flash drive
4. Exercise skill selected by the
to the instructor’s computer for grading. They can now upload their Dartfish
group
Mediabooks directly to their own SUNY Cortland Biomechanics Channel
collection, submitting completed work from any internet compatible
All movements will be captured in the
Biomechanics Lab during your scheduled lab
meeting time and the videos moved to your
class drop-off folders.
computer running Dartfish.
(continued on page 5)
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page 4
Dartfish Mediabook:
(Individually graded: 60% of project grade)
Each group member is required to do a complete analysis of ONE of the four movements listed above. Each
student must create a Dartfish Mediabook in which they:
1. Analyze the movement of each group member, as they perform the skill they are evaluating.
2. Do a literature review (minimum 5 referred journal articles properly sited using APA format) to
support the analysis of the skill. All citations must be complete and inserted into the comments sections
of the skill key positions. A minimum of 4 key positions must be identified for each student performing
the task. The first key position MUST be inserted at the start of the video clip. In the label area for the
first key position insert your name, and in the notes section of the first key position you must insert an
alphabetized complete list of all works cited in the Mediabook.
References and proper formatting count 25% of your grade!
3. Students should use all appropriate annotation tools (clocks, angle measurements, drawings, etc.)
to provide the best qualitative and quantitative analysis possible. Graphs and comparative analysis data
from the Excel portion of the project should be included where appropriate in the Dartfish Mediabook.
4. The Mediabooks must include a video of each student in the group performing the skill and the
Mediabooks must be appropriately labeled and named.
Excel Spreadsheet:
(Group graded: 20% of project grade)
1. Each group must create a spread sheet with
all measurement data captured from each of the
individual Dartfish projects for the group. All data
must be clearly inputted, accurately labeled and
identifiably related to the specific group member who
provided the data.
2. Comparisons showing similarities and differences
in performance measures across group members
must be calculated and graphed. Each graph must
be appropriately labeled. A chart title, axis titles,
data titles, and correct data units must be used.
3. Inappropriate analysis, labeling, etc. will count
against the entire group’s grade.
4. The name of the Excel file to be turned in must be
named: EXCEL PROJECT followed by the last names of
all group members listed alphabetically. Ex. EXCEL PROJECT Bauer Dow Madison Wembley
5. The full names of each group member must be located in cell A1 of the first sheet of the
Excel spreadsheet.
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(continued on page 6)
page 5
Courses Utilizing
Dartfish at SUNY
Cortland
Exercise Science Courses
Undergraduate Courses:
EXS111 – Computer Applications in
Exercise Science
EXS387 - Biomechanics
Dartfish use is optional in:
EXS489 – Research Methods
EXS490 – Independent Research in Exercise
Science
Sport Management Courses
Undergraduate Courses:
SPM 236 - Digital Video Analysis
SPM 335 - Information Technology in Sport
SPM 336 - Advanced Digital Video Analysis
SPM 435 - Applied Information Technology
in Sport
Graduate Courses
Part of the PE Coaching Master’s Program:
SPM 536 - Digital Video Analysis
SPM 537 - Advanced Digital Video
Analysis
SPM 538 - Applied Digital Video Analysis
Sport Management Program
SPM 635 – Information Technology in Sport
Power Point Presentation:
(Individually graded: 20% of project grade)
1. Each group must create a PowerPoint presentation of at least
15 slides discussing all of the steps of the project and the various
outcomes of the individual group members’ analyses.
2. Any information not specifically created by a group member
used in the presentation must be appropriately cited using APA
format. That includes information from the literature reviews,
graphics used in the presentation, etc.
3. Points of similarity and differences between the analyses
made by the group should be discussed.
4. This presentation should be able to convey the steps, goals,
and outcomes of the group project to a target audience of
students preparing to take an undergraduate Biomechanics class
or a high school senior class studying Kinesiology.
5. The presentation may follow the general presentation outline
provided on our class WebCT site.
6. The complete names of all group members, listed alphabetically,
must be present on the Title Page of the presentation.
Turning in Materials to be Graded:
1. Each group member must copy their portion of the project to
one group members Dartfish.TV Channel.
2. The EXCEL and POWERPOINT and MEDIABOOK portions of
the project should be copied to channel of the group member
whose last name appears first alphabetically.
3. Keep a copy of all materials until grades are posted for the
project.
Physical Education and Athletics
Physical Education Within the Graduate and Undergraduate Physical Education Programs at SUNY Cortland, Dartfish
Technologies are infused into the curriculum. A special emphasis is placed on the analysis of video within the context of curricular
performance. “Physical Education Majors in selected courses learn to use certain modules of the Dartfish Software TeamPro program.
Specifically, In the Action, Player, and Analyzer modules are utilized to maximize student performance, teaching cues, and
corrective feedback,” explains Dr. Gary Babjack, who instructs in these programs.
“Undergraduate students in
Bowling, Archery, Gymnastics Activities, Self-Defense and Dance have been exposed to the use of Dartfish.
dartfish • dartfish.com •dartfish.tv
(continued on page 7)
page 6
(continued from page 6)
In the Graduate Program, extensive training is employed during
a summer residency program which highlights the fundamental
principles of coaching and the integration of Dartfish.”
Women’s Gymnastics Takes ECAC
Division III Title
Gary Babjack began his 14th season as SUNY Cortland’s Women’s Gymnastics
Head Coach in 2011-12. In 2011, Babjack earned National Collegiate Gymnastics
Association (NCGA) National Coach of the Year and National Association of
Collegiate Gymnastics Coaches for Women (NACGCW) East Region Coach
of the Year honors, after leading the Red Dragons to an ECAC Div. III title
and a tie for fourth at the NCGA national meet.
“The varsity gymnastics team at SUNY Cortland uses Dartfish extensively
for instantaneous feedback for each daily practice,” states Coach Babjack.
“Four permanent computer stations are dedicated to the four Olympic Events
found in Collegiate Gymnastics.
Athletes have an opportunity to immediately
review their latest performance at pre-set timed intervals. We are then able to save digital
video clips of each performance. Analysis of performance, comparison to previous
performance and highlighted areas of
focus are common forms of instantaneous
feedback. This powerful technology has propelled Cortland to a current ranking of #1
in the nation for Division III gymnastics, a spot Cortland has been accustomed to in the
last decade. This digital video technology software package enables the athletes to refine
Gymnasts work the rings,
while teammates get instant
performance feedback at one of
four Dartfish computer stations.
obvious errors of performance and allows the coaches to validate their perceptions while
accurately communicating necessary focus points for improved precision of the athletes’
practice efforts.”
This powerful
technology has
propelled Cortland
to a current ranking
of #1 in the nation
for Division III
gymnastics a spot
Cortland has been
accustomed to in the
last decade.
Coach Gary Babjack
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page 7
Athletic Training and the SUNY
Cortland Channel on Dartfish.tv
Athletic Training majors now have a site on the campus Dartfish TV
Channel that they can use to view over 120 videos with comments, allowing them
to watch their orthopedic examination skills being correctly performed by their
faculty instead of just reviewing class notes and textbook illustrations.
Julie M. Cavallario, MS Ed., ATC,
the Interim Clinical Coordinator, a Clinical Instructor, and Certified Athletic
Trainer at SUNY Cortland, has currently implemented the use of Dartfish TV in
an orthopedic examination class, within the Athletic Training Education Program
Curriculum.
“One of the inherent problems with teaching hands-on skills in the classroom
is that it requires the student to practice technique on their own without the
guidance and correction of an instructor, in order to become proficient at it,” states
Cavallario. “I have been an instructor in Athletic Training Education for 7 years,
and my greatest frustration is when a student practices a skill wrong, because they
can’t remember exactly what they were told. I have created videos demonstrating
the correct orthopedic testing technique for each test they are taught during the
course of this class. The students have access to this outside of the classroom, and
it has already greatly improved retention and skill performance for the students
using it. I have actually had students from previous years contact me to complain
that this resource wasn’t made available to them when they took the class. This is
definitely a tool that I will continue to use in the future. I think it will have a great
impact, not only on my instructional technique, but on student performance and
skill retention as well.”
Dartfish is
definitely a
tool that I will
continue to use
in the future. I
think it will have
a great impact,
not only on my
instructional
technique, but
on student
performance
and skill
retention as
well.
Julie M. Cavallario, ATC
Sport Management
Dr. Peter Han, teaching in the Sport Management
Department at SUNY Cortland, introduces Dartfish
in his class, SPM 335, Information Technology in
Sport. “I usually spend 2 to 3 class periods covering
Dartfish. During these classes, students learn a few
basic functions of Dartfish and also discuss its use
in sports broadcasting,” states Han. “The level of
interest and the feedback from students is incredibly
positive. Dartfish has been helping those students,
the ones who further their interest and become
proficient in Dartfish, to secure internships and
even jobs in the sport industry. I have no doubt
that Dartfish allows our students to be more viable
candidates in this very competitive job/internship
market in sports. From an instructor’s standpoint,
I am very thankful that I am able to provide our
students a very unique opportunity to learn about
this state-of-art technology in sport.”
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page 8
Nick Wilson, a Graduate Student in Sport
Management at SUNY Cortland Starts
His Own Business Using Dartfish
“Dartfish is the tool for success,” states Wilson. “I have recently started my
own online business using Dartfish called My Cyber Coach, where I can
analyze people all across the globe. It’s become a great side job that I
would like to turn into a career. Dartfish has also helped in other areas, not
just in athletic performance. In the Sport Management field, internships and
jobs are extremely competitive. Having the knowledge and experience of
Dartfish listed on my resume, has definitely helped me receive interviews,
internships, and job offers.”
www.mycybercoach.com
Internships
A significant advantage for students in the Exercise Science and Sport
Management Programs at SUNY Cortland is the opportunity to engage in
Internships, where their proficiency bridges into real life opportunities to
apply their learning and to launch future careers.
Drew Bergmann, a SUNY Cortland Sport Science Student tells his story.
“Dartfish helped get me the perfect internship working as an athletic trainer
and Dartfish technologist at an elite winter sports college-prep academy,
Stratton Mountain School in Vermont. I had always seen the potential in
Dartfish, but was unsure where to fit it into my career as an athletic trainer.
Then, my skills with Dartfish got me an internship where I use it
every day. Not to mention that it helped open the door to the exciting
new world of competitive ski racing. I began using Dartfish in Dr.
Bauer’s biomechanics class and could immediately see the benefits.
I began to do extra work for Dr. B, not really knowing where it would
lead me. It led to an internship at Stratton Mountain School, where
I am able to incorporate my Dartfish skills and my athletic training
skills on a daily basis. This opportunity is invaluable to my career as
an athletic trainer and I learn new things about Dartfish every day.”
I have no doubt
that Dartfish allows
our students to
be more viable
candidates in this
very competitive
job/internship
market in sports.
Dr. Peter Han
“Dartfish helped get me the perfect internship working as an
athletic trainer and Dartfish technologist at an elite winter sports
college-prep academy, Stratton Mountain School in Vermont.”
SUNY Cortland Intern Drew Bergman
dartfish • dartfish.com •dartfish.tv
page 9
The SUNY Cortland Dartfish Club
The SUNY Cortland Dartfish Club, was initiated through the efforts of Cortland
Kinesiology majors in the Fall of 2011. It’s an organization that gives students
an opportunity to work with and expand their mastery of
Dartfish technologies through a variety of projects and learning
experiences.
The club is open to any Cortland student, whether an expert
or a complete novice in the use of Dartfish. Students in the
club use a special dedicated computer lab equipped with six
workstations running Dartfish 6.0 TeamPro software as their
meeting/work place. Club members agree to provide service
to the campus and selected organizations, such as the USTA,
in ways that promote the exposure and application of Dartfish
technologies.
Students meet two or more times a week to discuss uses of
Dartfish and to learn more about the functions and capabilities
of Dartfish software, Dartfish TV, and video technology. Faculty sponsor, Dr.
Jeff Bauer, a Certified Dartfish Technologist, meets with students and provides
instruction and guidance in using Dartfish. Currently there are 15 active club
members, with more students expressing interest all the time. All members aspire
to become highly skilled in using Dartfish and video technologies, while getting to
work with other students having similar interests and career goals.
Jeff Bauer Ph.D –
A Professor at SUNY Cortland, Dr. Bauer teaches undergraduate
Biomechanics. He is the Co-Director of the Biomechanics Laboratory and the Associate Director of
the Center for Obesity Research and Education.
After earning his degrees in (BS) Computer Science, (Ph.D.) Exercise Science specializing in Biomechanics
from Pennsylvania State University, Dr. Bauer worked in the private sector as a Senior Systems Analyst
for General Electric’s Aerospace Division.
His teaching career began at the University of Florida at Gainesville, moving to SUNY Cortland in
the fall of 2000. Bauer’s research interests focus on the long term effects of ACL injury and
obesity on gait, the use of technology in the classroom, and renewable energy
capture/usage from exercise.
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