Originally Posted by SugarCube
You're all more skilled than I'll ever be, so I'm wondering what your take on video MA versus in-the-now MA/coaching is? Thanks!
Personally, with students I don't use video for MA per se, I use it for feedback. The difference is, with video, I COULD go in to WAY more detail than the student needs. This is counter productive as generally it just confuses the student. I guess I can also do that with live MA too, but I'm much less likely to. My goal when using video with students is to make them aware of what they are REALLY doing, not what they THINK they are doing. My goal with live MA/feedback is to lock certain feelings into my students subconscious so that they can repeat those movements/feelings when I'm gone.
Here is where video is really useful to a student like you. Quite often I can tell folks to do something until I'm blue in the face. Depending on the student, they may, or may not make a change just based up my words to them. Often, you'll tell someone to do (or not do) something, anything, and they will say "I am" or "I'm not." That may or may not be reality. The ability to make these changes, make the moves, and feel what I need them to generally goes back to ones base learning style.
When you have the ability to SHOW someone exactly what they are doing (or not doing) at a specific time in space, then hopefully they can make the mental jump as to what that movement is, what it takes to do it and what it feels like when it's done correctly. It works very well for the folks that are primarily thinkers and visual learners. For do-ers and feelers, the get bored with video rather quickly. These two groups respond much better to live MA and feedback. As a result, I rarely (never) use video in a group situation (for productivity and time concerns.) Sometimes, I'll shoot video in a group lesson(with my digital camera) and watch the video with a particular student 1 on 1 after the lesson.
So in short, video works well when done hand in hand with "live" MA and feedback.