Teaching Tools

1. Make a short test recording and play it back to check framing and sound.
2. Enter the identifier required by your course; the app uses this label in the recording filename.
3. Record the practical. After stopping, keep the page open until saving finishes.
4. Open the saved file and confirm it plays. Use a recovery copy if the automatic save was blocked.

The browser captures camera and microphone input, then finalises a playable file. Stopping capture, requesting a download and confirming that the file saved are separate events.

Learning objective: Produce a complete, audible practical recording.

Discussion: What would you check before repeating a recording because a download appeared to fail?

Follow the assessment instructions for your course. Review the setup guide before the practical.

1. Save and review your original recording first.
2. Choose the saved video in the face blurring app. Processing runs on the device.
3. Play the processed result and inspect sections with movement, side views and small faces.
4. Request the download, then check the saved file. Consider voices, names and other identifiers before submitting through your course system.

Face detection identifies areas to blur; missed detections remain visible. Blurring faces does not remove voices, names or all other identifying information.

Learning objective: Inspect a processed recording before sharing it.

Discussion: Which identifying information could remain after faces have been blurred?

Follow the assessment instructions for your course. Review the setup guide before the practical.

1. Follow your course screening and stopping procedures. Select the specified step height and heart-rate method.
2. Use the warm-up and stage metronome. This modified activity uses four one-minute stages.
3. Record heart rate and RPE at each stage. Keep interruptions in your practical notes.
4. Inspect the entered observations and estimated result, then download the CSV or print view.

The app fits heart rate against estimated stage oxygen cost, then extrapolates to predicted maximum heart rate. The extrapolated result is not a direct measurement of oxygen uptake.

Two distinct points can fit a line perfectly. An R² of 1 with two points is not evidence of a reliable prediction. More observations do not remove the modified protocol’s limitations.

Learning objective: Distinguish measured heart rates, estimated stage oxygen costs and extrapolated VO₂max.

Discussion: Why can two observations give a perfect line fit without establishing a dependable estimate?

Follow the assessment instructions for your course. Review the setup guide before the practical.

1. Set the measured distance and agree the start and finish timing events for your course protocol.
2. Use metres and seconds. Enter a recorded time or use the live timer.
3. Record each trial separately, including distance, time, speed and protocol.
4. Keep example values separate from participant measurements. Compare only compatible trials.

Learning objective: Explain how timing choices change calculated walking speed.

Discussion: Over four metres, how much does a half-second timing difference change the result?

Follow the assessment instructions for your course. Review the setup guide before the practical.