SPMD – How to Use Movies in the SPMD
Movies have been used to teach such
diverse psychological topics as counselor education, psychology and law,
cognitive psychology, developmental psychology, social development, family
systems theory, abnormal psychology, and medical ethics (Alexander &
Waxman, 2000; Anderson, 1992; Boyatzis, 1994; Conner, 1996; Davis, 2000; Gregg,
Hosley, Weng, & Montemayor, 1995; Higgins & Lantz, 1997; Hudock &
Gallagher, 2001; Nissim-Sabat, 1979; Proctor & Adler, 1991; Self, Baldwin,
& Olavarez, 1993). There are several common ways that movies have been used
to teach these topics. These include
instructor assigned movies and student selected movies. The following paragraphs explain how to use
these assignments in conjunction with the SPMD to help teach sport psychology
concepts.
An instructor can select movies to illustrate a
particular theme or issue that is being covered in class. An instructor may choose to use class time
to show a movie or movie clip that illustrates a particular topic or issue, and
have the class discuss what they saw.
This discussion can be done with the entire class or in small
groups. An example of this strategy
might be to show Hoosiers
or Remember the
Titans and have the class discuss the team’s transitions through the
various stages of team development. Another would be to show Searching for
Bobby Fisher and have the class discuss issues involving youth sport. The SPMD can be used to find movies that
highlight the particular topic of interest. Many of the themes in the SPMD
closely correspond to topics covered in sport psychology textbooks, so finding
movies to supplement topics covered in class can be readily accomplished by
using the Theme Index.
Some tips and guidelines for using
movies in class are:
ü Be sure you have
viewed the movie to determine the appropriateness of the movie.
ü Give the class specific
discussion questions before showing the movie so they can be looking for
answers. You need to help them observe
the movie from a sport psychology framework, and not just as entertainment.
ü If possible, consider
showing only the particular scenes of the movie that illustrate the topic. Viewing an entire movie takes up a lot of
class time, and may not be necessary.
ü If class time is at a
premium, students can be assigned to view the film outside of class. By placing the movie on reserve and with the
wide availability of video rentals, this may be a viable option. An in class
discussion of the movie can take place after all students have had an
opportunity to view it outside of class.
ü If shown in class, the instructor
can stop the movie to highlight particular points.
ü A film rich in sport
psychology themes, such as A League of Their Own,
could be shown in the beginning of the semester and referred to throughout the
semester when particular themes are covered.
ü Try to insure the students
will enjoy the movie selected. This is
a tough one. My experience has
suggested that some students think a movie that is 10 or more years old is too
dated to be relevant. I disagree, but
that is a prejudice that might have to be overcome.
If you have any other suggestions to add to this
list, please e-mail me at sportsmovies@yahoo.com.
Another way to use films is
to have students select and watch a movie outside of class. The SPMD is a valuable resource to help
students find a movie that contains relevant sport psychology topics and that
would be of interest to them. Watching
the movie can be followed up with either a written assignment or a class
presentation about the theme(s) in the movie, either individually or in
groups. This type of assignment has the
advantages of not using class time to view the movie, the students can select
movies that interest them, and a wide variety of topics can be examined. If a written assignment is required, the
instructor should give specific instructions as to what is expected. Particular
emphasis needs to be made that this is a sport psychology assignment, and not
just a movie review. An example assignment of this type can be viewed here. Class presentations also need detailed
explanations of what is expected, and have the added benefit that the students
can show a brief clip of the movie as part of the presentation. This allows the rest of the class to benefit
from the movie experience.
If you
have an example of an assignment like this and would like to share it, please
send me a copy (sportsmovies@yahoo.com)
and I will post it here.
If you are
interested in further reading on using movies to enhance your teaching, you
will find anything you ever need to know in the following reference list.
References for Using Movies
as Teaching Aid
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Alexander, M. (1995). Cinemeducation: An innovative approach to teaching multi-cultural diversity in medicine. Annals of Behavioral Sciences and Medical Education, 2, 23-28. |
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Alexander, M., & Waxman, D. (2000). Cinemeducation: Teaching family systems through the movies. Families, Systems and Health, 18, 455-466. |
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Alexander, M., Hall, M., & Pettice, Y. (1994). Cinemeducation: An innovative approach to teaching psychosocial medical care. Family Medicine, July-August, 430-433. |
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Anderson, D. D. (1992). Using feature films as tools for analysis in a psychology and law course. Teaching of Psychology, 19, 155-158. |
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Bolt, M. (1976). Using films based on literature in teaching psychology. Teaching of Psychology, 3, 189-190. |
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Boyatzis, C. J. (1994). Using feature films to teach social development. Teaching of Psychology, 21, 99-101 |
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Chambliss, C., & Magakis, G. (1996). Videotapes for use in teaching psychopathology. (ERIC Document Reproduction Service No. ED 395-243). |
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Conner, D. B. (1996). From Monty Python to Total Recall: A feature film activity for the cognitive psychology course. Teaching of Psychology, 23, 33-35. |
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Crellin, J. & Briones, A. F. (1995). Movies in medical education. Academic Medicine, 70, 745. |
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Davis, A. (2000). Using feature films in Rehabilitation Counselor Education. Rehabilitation Education, 14, 169-180. |
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Demerath, N. J., III. (1981). Through a double-crossed eye: Sociology and the movies. Teaching Sociology, 9, 69-82. |
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Desforges, D. M. (1994). Applying theories of development: An exercise for teaching adolescent development. Teaching of Psychology, 21, 245-246. |
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Dorris, W., & Ducey, R. (1978) Social psychology and sex roles in films. Teaching of Psychology, 5, 168-169. |
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English, F. W., & Steffy, B. E. (1997). Using film to teach leadership in educational administration. Educational Administration Quarterly, 33 107-115. |
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Fleming, M. Z., Piedmont, R. L., & Hiam, C. M. (1990). Images of madness: Feature film in teaching psychology. Teaching of Psychology, 17, 185-187. |
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Gladstein, G. A., & Feldstein, J. C. (1983). Using film to increase empathic experiences. Counselor Education and Supervision, 23, 125-131. |
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Greg, V. R., Hosley, C. A., Weng, A., & Montemayor, R. (1995). Using Feature Films to Promote Active Learning in the Classroom. Ellenville, NY: Paper presented at the annual conference on undergraduate teaching of Psychology. (ERIC Document Reproduction Service No. 389 367). |
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S., & Lantz, J. M. (1997). Nursing education. An innovative approach to using film and creative writing to
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Hudock, A. M., Jr., & Warden, S. A. G. (2001). Using movies to teach family systems concepts. Family Journal: Counseling and Therapy for Couples and Families,9, 116-121 |
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Hyler, S. E. (1988). DSM-III at the cinema: Madness in the movies. Comprehensive Psychiatry, 29, 195-206. |
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Hyler, S. E., & Moore, J. (1996). Teaching psychiatry? Let Hollywood help! Suicide in the cinema. Academic Psychiatry, 20, 212-219. |
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Hyler, S., & Schanzer, B. (1997). Using commercially available films to teach about borderline personality disorder. Bulletin of the Menninger Clinic, 61, 458-468. |
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Kelly, F. D., & Byrne, T. P. (1977). The evaluation of filmed excerpts of Rogers, Perls, and Ellis by beginning counselor trainees. Counselor Education and Supervision, ??, 166-171. |
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Koren, G. (1993). Awakenings: Using a popular movie to teach clinical pharmacology. Clinical Pharmacology and Therapeutics,53, 3-5. |
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Markgraf, S., & Pavlik, L. (1998). “Reel” metaphors for teaching. Metaphor and Symbol, 13, 275-285. |
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Maynard, P. (1996). Teaching family therapy: Do something different. American Journal of Family Therapy, 24, 195-205. |
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Miller, F. (1999). Using the movie Ordinary People to teach about psychodynamic psychotherapy with adolescents. Academic Psychiatry, 23, 174-179. |
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Miller, L. (1987). Classification of psychopathology according to a scientific (psychology and psychiatry) and an artistic (film noir) perspective. Psychological Reports, 61, 287-299. |
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Proctor, R. F., II., & Adler, R. B. (1991). Teaching Interpersonal Communication with Feature Films. Communication Education, 40, 393-400. |
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Self, D. J., Baldwin, D. C., & Oliverez, M. (1993). Teaching medical ethics to first-year students by using film discussion to develop moral reasoning. Academic Medicine, 68, 383-385. |
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