On Sunday October 31st the group of Edwards, Harber, and Rumble met in the library on Berry's campus from 10 to 10:30.
Last Week's Agenda:
1. Talk about progress
2. Piece together what we have
3. Talk about further information needed
4. Talk about possible reevaluation of topic
This Week's Agenda:
1. Talk about progress
2. Talk about getting things together for powerpoint
3. Talk about expectations of bullets for next meeting
4. Look at time to meet due to other activities
Sunday, October 31, 2010
Importance of Early Grades Physical Education
Personal Reflection:
When I was younger and had physical education (P.E.) class in elementary school, I loved it. In fact it was one of the extracurricular classes that I looked forward to. In elementary school I went to P.E. one to two times a week depending on the week's schedule. During these classes we not only learned about the importance of physical activity but we learned about things such as astronaut training and how the heart and lungs work. These activities were explained to us through the use of physical activity. When we would do astronaut training we would go through similar experiences that astronauts go through such as walking on the moon(we used buckets with strings attached to them) or flying through space(we laid on our backs on shuffle boards and went under a table that was decorated with stars). During the lungs and heart we would start at one station with a ball of a certain color(either red or blue) indicating whether or not they held oxygen. We would then do activities that resembled how the heart and lungs circulated blood and air throughout the body and lost and gained oxygen.
Current Georgia Recommendations for P.E.:
The current Georgia recommendations for Physical Education are 60 hours for elementary students, nothing for middle school students, and only a half semester for high school students.
I do not believe that these recommendations are adequate. Many elementary schools are not on schedules that allow the students to be in a P.E. class for 60 hours out of an entire school year, middle school is, in my opinion, where you either win or lose kids, and high school is where students need to be thinking ahead to future consequences of not being physically active. It is important for everyone no matter what age they are to be physically active, therefore all students no matter what age should have to be physically active at least an hour a day.
Importance of P.E.:
Elementary students get the most physical activity of any age group, but I believe that they could use more, especially at that age. Allowing for elementary students to get an adequate amount of physical activity can help them to focus in class and in other activities.
Middle school is the age, in my opinion, where you either win or lose students. At this age students are also going through multiple body changes and a physical education class would help them to maintain an active life leading into their young adulthood. These students, like all other people need at least and hour of exercise a day.
High school students are only required to have P.E. a half of a semester out of four years of school. At this age students begin to acquire lifelong habits. It is significant to help them understand the importance of being physically active and the effects it has on the body. Instead of being required to only have to do a half semester of P.E. out of four years, high school students should be required to take a P.E. class every semester of every year.
When I was younger and had physical education (P.E.) class in elementary school, I loved it. In fact it was one of the extracurricular classes that I looked forward to. In elementary school I went to P.E. one to two times a week depending on the week's schedule. During these classes we not only learned about the importance of physical activity but we learned about things such as astronaut training and how the heart and lungs work. These activities were explained to us through the use of physical activity. When we would do astronaut training we would go through similar experiences that astronauts go through such as walking on the moon(we used buckets with strings attached to them) or flying through space(we laid on our backs on shuffle boards and went under a table that was decorated with stars). During the lungs and heart we would start at one station with a ball of a certain color(either red or blue) indicating whether or not they held oxygen. We would then do activities that resembled how the heart and lungs circulated blood and air throughout the body and lost and gained oxygen.
Current Georgia Recommendations for P.E.:
The current Georgia recommendations for Physical Education are 60 hours for elementary students, nothing for middle school students, and only a half semester for high school students.
I do not believe that these recommendations are adequate. Many elementary schools are not on schedules that allow the students to be in a P.E. class for 60 hours out of an entire school year, middle school is, in my opinion, where you either win or lose kids, and high school is where students need to be thinking ahead to future consequences of not being physically active. It is important for everyone no matter what age they are to be physically active, therefore all students no matter what age should have to be physically active at least an hour a day.
Importance of P.E.:
Elementary students get the most physical activity of any age group, but I believe that they could use more, especially at that age. Allowing for elementary students to get an adequate amount of physical activity can help them to focus in class and in other activities.
Middle school is the age, in my opinion, where you either win or lose students. At this age students are also going through multiple body changes and a physical education class would help them to maintain an active life leading into their young adulthood. These students, like all other people need at least and hour of exercise a day.
High school students are only required to have P.E. a half of a semester out of four years of school. At this age students begin to acquire lifelong habits. It is significant to help them understand the importance of being physically active and the effects it has on the body. Instead of being required to only have to do a half semester of P.E. out of four years, high school students should be required to take a P.E. class every semester of every year.
Stages of Learning
In this assignment each individual attempted to learn how to tie a bowline knot by reading a list of 5 step instructions and looking at 5 step-by-step photos. Each individual is given 40 trials to try and complete the task. Due to a lack of time each individual only did 10 trials.
With each trial the individuals got farther in the steps completed and were faster at tying to bowline knot correctly.
My 10 trials are as follows:
Trail -Step- Quality
1) - 2 - poor
2) - 5 - fair
3) - 5 - fair
4) - 5 - good
5) -5 - good
6) -5- good
7) - 3 - poor
8) -5 - fair
9) -5 - good
10) -3 - poor
Observations of experimenter:
Frustration with the first trial
Participant comments:
Confused at first but then accomplished once process was understood.
With each trial the individuals got farther in the steps completed and were faster at tying to bowline knot correctly.
My 10 trials are as follows:
Trail -Step- Quality
1) - 2 - poor
2) - 5 - fair
3) - 5 - fair
4) - 5 - good
5) -5 - good
6) -5- good
7) - 3 - poor
8) -5 - fair
9) -5 - good
10) -3 - poor
Observations of experimenter:
Frustration with the first trial
Participant comments:
Confused at first but then accomplished once process was understood.
Monday, October 25, 2010
Personal Ability Inventory
In this lab we were asked to rate our own abilities, list skills we feel we have a high level of proficiency in, make an ideal ability profile for one of those skills, and to discuss ways in which someone who does not have that ideal ability profile can better themselves in order to accurately complete the task.
My ability rates are as follows:
Multilimb coordination: 4
Control precision: 3
Response Orientation: 2
Reaction time: 4
Rate control: 2
Manual dexterity: 5
Finger dexterity: 5
Arm-hand steadiness: 3
Wrist-finger speed: 4
Aiming: 2
Explosive strength: 4
Static Strength: 3
Dynamic strength: 2
Trunk strength: 1
Extent flexibility: 1
Dynamic flexibility: 1
Gross body equilibrium: 4
Balance with visual cues: 3
Speed of limb movement: 3
Gross body coordination: 3
Stamina: 4
Movement rate: 4
Motor timing: 4
Perceptual timing: 4
Force Control: 4
My Proficiency Skills:
1. Walking to class and making it on time
2. Passing a soccer ball
3. Texting fast and accurate
4. Tying my shoe laces without looking
5. Putting on clothes in the dark, while your roommates sleep
Ideal Ability Profile for putting on clothes in the dark:
1. Multilimb coordination
2. Manual dexterity
3. Finger dexterity
4. Response orientation
5. Arm-hand steadiness
6. Dynamic strength
7. Extent flexibility
8. Gross body equilibrium
9. Motor timing
10. Gross body coordination
Two ways for people with nonideal ability profiles to complete this task:
1. Lay your clothes out the night before and face down so that when you pick them up you only have to put them on and there is no confusion as to whether or not you are putting the item of clothing on backwards or not.
2. Put your clothes on near a place where you will have a prop in case you lose your balance or do not have very good balance to begin with.
My personal ability profile compared to the ideal:
My ability profile is not 100% of the ideal ability profile for putting on clothes in the dark, but I do have some of the skills. This makes it a little easier for me; for this task I take my own advice and stand somewhere where I will be able to have a prop just in case I lose my balance.
My ability rates are as follows:
Multilimb coordination: 4
Control precision: 3
Response Orientation: 2
Reaction time: 4
Rate control: 2
Manual dexterity: 5
Finger dexterity: 5
Arm-hand steadiness: 3
Wrist-finger speed: 4
Aiming: 2
Explosive strength: 4
Static Strength: 3
Dynamic strength: 2
Trunk strength: 1
Extent flexibility: 1
Dynamic flexibility: 1
Gross body equilibrium: 4
Balance with visual cues: 3
Speed of limb movement: 3
Gross body coordination: 3
Stamina: 4
Movement rate: 4
Motor timing: 4
Perceptual timing: 4
Force Control: 4
My Proficiency Skills:
1. Walking to class and making it on time
2. Passing a soccer ball
3. Texting fast and accurate
4. Tying my shoe laces without looking
5. Putting on clothes in the dark, while your roommates sleep
Ideal Ability Profile for putting on clothes in the dark:
1. Multilimb coordination
2. Manual dexterity
3. Finger dexterity
4. Response orientation
5. Arm-hand steadiness
6. Dynamic strength
7. Extent flexibility
8. Gross body equilibrium
9. Motor timing
10. Gross body coordination
Two ways for people with nonideal ability profiles to complete this task:
1. Lay your clothes out the night before and face down so that when you pick them up you only have to put them on and there is no confusion as to whether or not you are putting the item of clothing on backwards or not.
2. Put your clothes on near a place where you will have a prop in case you lose your balance or do not have very good balance to begin with.
My personal ability profile compared to the ideal:
My ability profile is not 100% of the ideal ability profile for putting on clothes in the dark, but I do have some of the skills. This makes it a little easier for me; for this task I take my own advice and stand somewhere where I will be able to have a prop just in case I lose my balance.
Saturday, October 23, 2010
General Motor Ability
This activity involved several different task that allowed for us to test our balance. These activities included standing on one leg, balancing on our heels, jumping side-to-side and landing on one foot, jumping forward and landing on the ball of one foot, and walking in a straight line with a book on our heads.
We had six participants in our group and had a number of different results. Five out of the six people got first place at least once on select activities. Every activity was scored based on the place in which the participant finished. Both first and second were very close in their total number of points, but the rest were far behind. The scores are as follows:
Kara: 8
Caysie: 10
Melissa: 19
Caitlin: 24
Jenny: 25
Emma:26
It was very interesting to see who had the best balance and who had the worst. Our group had a variety of people ranging from tall to short and nonathletic to athletic. Naturally the cheerleader of the group finished first followed by a golfer.
We had six participants in our group and had a number of different results. Five out of the six people got first place at least once on select activities. Every activity was scored based on the place in which the participant finished. Both first and second were very close in their total number of points, but the rest were far behind. The scores are as follows:
Kara: 8
Caysie: 10
Melissa: 19
Caitlin: 24
Jenny: 25
Emma:26
It was very interesting to see who had the best balance and who had the worst. Our group had a variety of people ranging from tall to short and nonathletic to athletic. Naturally the cheerleader of the group finished first followed by a golfer.
Sunday, October 17, 2010
Group Meeting 4
The group of Edwards, Harber, and Rumble met in the library on Sunday October 17, 2010 from 9pm to 10pm ; Edwards and Harber were present.
Last Week's Agenda:
1. Talk about progress
2. Look over what we have
3. Talk about time to meet next (after Fall break) and what to have prepared!
Today's Agenda:
1. Talk about progress
2. Piece together what we have
3. Talk about further information needed
4. Talk about possible reevaluation of topic
Last Week's Agenda:
1. Talk about progress
2. Look over what we have
3. Talk about time to meet next (after Fall break) and what to have prepared!
Today's Agenda:
1. Talk about progress
2. Piece together what we have
3. Talk about further information needed
4. Talk about possible reevaluation of topic
Monday, October 4, 2010
Career Opportunities in Sport Related Fields
Interview:
I have not heard back from my interviewee yet, but as soon as I do I will post her responses to my questions which are as follows:
1. How long have you been teaching and which years were the hardest?
2. Where and what grade levels have you taught?
3.What inspired you to teach/coach and do you consider yourself a role model?
4. What are the difficulties that come along with teaching students of different athletic abilities?
5. When teaching students a new sport is it more important for them to know all of the rules or the basics of playing the game?
6. How do you make sure that every student participates in class and what are the consequences for not participating?
7. What are some of the main issues that arise when teaching high school health?
8. Is there a way to encourage and interest students to live healthy lives outside of health class?
9. What are some of the difficulties that come along with coaching?
10. Do you have any advice for those looking to enter your field of work?
Becoming Invaluable:
http://www.reinhardt.edu/academics/Education/Sport_Studies/Documents/Sport_Studies_Introduction.pdf
I found this slide show to be very helpful. It was a bit of a reality check, making me realize that I only have two and a half years left before I graduate with a BS degree and that I need to be doing things, such as getting summer internships, that I had not even thought about before. In previous classes we have spoken about the advantages of making yourself invaluable and indispensable. This always caught my attention due to the fact that it almost certainly secures you a job. Reading the slide show was very helpful in a sense that it allowed for me to visualize and imagine ways in which I could make myself invaluable. Although I have not had any summer internships thus far this power point allowed for me to see that I am on the right track to making myself invaluable, but that I do need to make the decision to do a few extra activities before my college career is over in order to better prepare myself to be well-rounded. Being an education major I have been debating on whether or not I should go straight into grad school or if I should go ahead and teach. After reading the slide show I still do not have a definite answer, but I do know now that I will have options for grad school and could eve possibly have it paid for by someone else.
I have not heard back from my interviewee yet, but as soon as I do I will post her responses to my questions which are as follows:
1. How long have you been teaching and which years were the hardest?
2. Where and what grade levels have you taught?
3.What inspired you to teach/coach and do you consider yourself a role model?
4. What are the difficulties that come along with teaching students of different athletic abilities?
5. When teaching students a new sport is it more important for them to know all of the rules or the basics of playing the game?
6. How do you make sure that every student participates in class and what are the consequences for not participating?
7. What are some of the main issues that arise when teaching high school health?
8. Is there a way to encourage and interest students to live healthy lives outside of health class?
9. What are some of the difficulties that come along with coaching?
10. Do you have any advice for those looking to enter your field of work?
Becoming Invaluable:
http://www.reinhardt.edu/academics/Education/Sport_Studies/Documents/Sport_Studies_Introduction.pdf
I found this slide show to be very helpful. It was a bit of a reality check, making me realize that I only have two and a half years left before I graduate with a BS degree and that I need to be doing things, such as getting summer internships, that I had not even thought about before. In previous classes we have spoken about the advantages of making yourself invaluable and indispensable. This always caught my attention due to the fact that it almost certainly secures you a job. Reading the slide show was very helpful in a sense that it allowed for me to visualize and imagine ways in which I could make myself invaluable. Although I have not had any summer internships thus far this power point allowed for me to see that I am on the right track to making myself invaluable, but that I do need to make the decision to do a few extra activities before my college career is over in order to better prepare myself to be well-rounded. Being an education major I have been debating on whether or not I should go straight into grad school or if I should go ahead and teach. After reading the slide show I still do not have a definite answer, but I do know now that I will have options for grad school and could eve possibly have it paid for by someone else.
Sunday, October 3, 2010
Group Meeting 3
The group of Edwards, Harber, and Rumble met in the Library on Sunday evening October 3, 2010 from 9:20 until 9:40. All members were present during the full time of the meeting.
last week's agenda:
1.Establish an outline for project and future meetings.
2. Assign tasks to each group member.
3. Talk about expectations for next meeting.
4. Decide when to meet next.
Today's agenda:
1. Talk about progress
2. Look over what we have
3. Talk about time to meet next (after Fall break) and what to have prepared!
last week's agenda:
1.Establish an outline for project and future meetings.
2. Assign tasks to each group member.
3. Talk about expectations for next meeting.
4. Decide when to meet next.
Today's agenda:
1. Talk about progress
2. Look over what we have
3. Talk about time to meet next (after Fall break) and what to have prepared!
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