For this assignment we are to observe a physical activity of some sort, record the feedback from coach, player, environment, etc. and place it in categories.
I chose to observe my younger brother's wrestling practice. Which is something very new to me. It took place in the middle school gym back home in Dawson County.
Feedback:
1) Coach encourages them to keep up good work.
2) Coach reads off mile time to wrestlers and encourages them to keep up pace.
3) Wrestlers encourage each other to keep running.
4) Coach demonstrates new move to wrestlers.
5) Coach walks around observing individual practice of new move and tells wrestler ways to improve or confirms that they are performing correctly.
6) For more advanced wrestlers coach reads out time it takes to pin other wrestler
7) Wrestlers cheer each other on
8) Coach pulls wrestler aside to explain boundaries of wrestling mat and how to use them to their advantage.
9) Encouragement from coach to run outside of practice to better individual time
10) Wrestlers are told what to look forward to for next practices and how to practice strengths and better their weaknesses.
Categorization:
Intrinsic: 2, 5
Extrinsic: 1, 3
Knowledge of Result: 2, 5
Knowledge of Performance: 4, 8
Descriptive: 5, 8
Prescriptive: 5, 8
Discussion:
Motivation: 1, 3, 7; All of these extrinsic feedbacks encouraged and motivated the wrestlers to push themselves and to better their individual performance.
Reinforcement: 4, 5, 9; These all reinforce the wrestlers actions by letting them know that what they are doing is correct and to continue to do so.
Information: 4, 8; These two showed and verbalized to the wrestlers what was to be done and how to do it. It them allowed them to know whether or not they performed correctly.
Dependence: 4, 5, 8; All of these have a high possibility of becoming a dependence factor. The wrestlers may being to rely on the coach to continually instruct them in order to perform.
Monday, November 29, 2010
Sunday, November 28, 2010
Group Meeting 8
On Sunday November 28, 2010 the group of Edwards, Harber, and Rumble met in the library from 9:00-9:35.
This Week's Agenda:
1. Put final touches on project.
2. Go through presentation
3. Go over any possible changes
4. Perfect project
Last Week's Agenda:
1. Put information on powerpoint
2. Go over what we need more of
3. Prepare additional information
4. Go over next meeting expectations
5. Start essay process
This Week's Agenda:
1. Put final touches on project.
2. Go through presentation
3. Go over any possible changes
4. Perfect project
Last Week's Agenda:
1. Put information on powerpoint
2. Go over what we need more of
3. Prepare additional information
4. Go over next meeting expectations
5. Start essay process
Sunday, November 21, 2010
Structuring Practices-Part Practice
For this assignment each student was to pair up in groups of two and practice juggling. The catch was that one student was to do part-practice while the other had to go straight into juggling. Part-practice is when a person separates a large task into smaller tasks in order to perfect the larger task.
For this assignment the large task of juggling was broken down into four smaller tasks, which included a One-ball toss and catch, a two-ball toss and catch, a three-ball toss and drop, and three ball juggling. Each small task was done in an 8 trial block with five tosses per trial; trials one through three were followed by a one minute break period, trial four with a five minute break period, then an 8 trial retention test.
I was chosen to do the part-practice while my partner Amanda was chosen to go straight into juggling.By the end of the four trials both of us had improved, but my skill level was far higher than Amanda's. By the end of the fourth trial I was able to juggle fairly well and make five rotations through while Amanda was still struggling to make two.
Factors that may have effect the outcome of our results are previous juggling knowledge, the capability to multi-task, and good hand-eye coordination.
Part-practice worked a lot better than just jumping into juggling due to the focus on important skills that allow you to juggle successfully. By attempting to juggle straight from the beginning, the participant is not able to specialize in any movement or task. Part-practice can be used to better a person's skills on a certain task by breaking the task down into simple steps and having them practice the smaller steps before putting them all together to make one fluid motion.
For this assignment the large task of juggling was broken down into four smaller tasks, which included a One-ball toss and catch, a two-ball toss and catch, a three-ball toss and drop, and three ball juggling. Each small task was done in an 8 trial block with five tosses per trial; trials one through three were followed by a one minute break period, trial four with a five minute break period, then an 8 trial retention test.
I was chosen to do the part-practice while my partner Amanda was chosen to go straight into juggling.By the end of the four trials both of us had improved, but my skill level was far higher than Amanda's. By the end of the fourth trial I was able to juggle fairly well and make five rotations through while Amanda was still struggling to make two.
Factors that may have effect the outcome of our results are previous juggling knowledge, the capability to multi-task, and good hand-eye coordination.
Part-practice worked a lot better than just jumping into juggling due to the focus on important skills that allow you to juggle successfully. By attempting to juggle straight from the beginning, the participant is not able to specialize in any movement or task. Part-practice can be used to better a person's skills on a certain task by breaking the task down into simple steps and having them practice the smaller steps before putting them all together to make one fluid motion.
Group Meeting 7
The group of Edwards, Harber, and Rumble met on Sunday November 21, 2010 in the library from 9:30-10:45.
Last Week's Agenda:
1. Talk about progress
2. State things that MUST be done before our next meeting
3. Look at bullets and ideas for bullets
4. Talk about next meeting and expectations
This Week's Agenda:
1. Put information on powerpoint
2. Go over what we need more of
3. Prepare additional information
4. Go over next meeting expectations
5. Start essay process
Last Week's Agenda:
1. Talk about progress
2. State things that MUST be done before our next meeting
3. Look at bullets and ideas for bullets
4. Talk about next meeting and expectations
This Week's Agenda:
1. Put information on powerpoint
2. Go over what we need more of
3. Prepare additional information
4. Go over next meeting expectations
5. Start essay process
Monday, November 15, 2010
Group Meeting 6
Tonight the Group of Edwards, Harber, and Rumble met from 7:28 to 7:35 in the cage.
Last 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
Tonight's Agenda:
1. Talk about progress
2. State things that MUST be done before our next meeting
3. Look at bullets and ideas for bullets
4. Talk about next meeting and expectations.
Last 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
Tonight's Agenda:
1. Talk about progress
2. State things that MUST be done before our next meeting
3. Look at bullets and ideas for bullets
4. Talk about next meeting and expectations.
Sunday, November 14, 2010
Feedback
For this assignment we were to pair up into groups of two. In these groups we were to blindfold one partner and have them go through a series of trials attempting to accurately place a dot on a line on a piece of paper. Both partners participated in the activity with one partner getting feedback after every attempt and one partner only getting feedback if they asked for it.
The way this was set up was by having both a start and a finish line on a single sheet of paper that was taped to the table. The experimenter would them place the participant's pen or pencil point on the start line. Once cued by the experimenter the participant would attempt to accurately place the point of their writing utensil on the finish line while being blindfolded. Each attempt was scored with a "0" if accurately place and either a "-" or "+" followed by a number depending on if the participant was over or under the finish line. Each participant was given three trials of 10 opportunities with one minute rest in between with a retention test with 5 opportunities after a 5 minute rest once finished with the third trial.
My partner Marley decided to be the participant who had to ask for feedback. Her results are as follows:
Trial one:
Finish line accuracy: 1 out of 10 times
over line: 4 out of 10 times
under line: 5 out of ten times
asked for feedback: 6 out of 10 times
Trial two:
Finish line accuracy: 1 out of 10 times
over line: 2 out of 10 times
under line: 7 out of 10 times
asked for feedback: 2 out of 10 times
Trial three:
Finish line accuracy: 0 out of 10 times
over line: 6 out of 10 times
under line: 4 out of 10 times
asked for feedback: 3 out of 10 times
Retention Test
Finish line accuracy: 1 out of 5 times
over line: 1 out of 5 times
under line: 3 out of 5 times
NO FEEDBACK
My results, getting feedback every time, where similar to Marley's whereas I was only able to accurately hit the finish line once in two of my three trials and once in my retention test.
Our results were very similar but should have looked a little different. I, getting feedback every time, should have been able to adjust and accurately hit the line while Marley only got feedback if she requested it. This result is common in events like this because the participant needs the feedback in order to try and visualize the next action that needs to be taken. In other activities such as baseball, football, or basketball too much feedback can hinder a players performance due to their dependency on that feedback.
Factors that could have influenced our outcome are depth perception, being visibly impaired already, and being stubborn.
The way this was set up was by having both a start and a finish line on a single sheet of paper that was taped to the table. The experimenter would them place the participant's pen or pencil point on the start line. Once cued by the experimenter the participant would attempt to accurately place the point of their writing utensil on the finish line while being blindfolded. Each attempt was scored with a "0" if accurately place and either a "-" or "+" followed by a number depending on if the participant was over or under the finish line. Each participant was given three trials of 10 opportunities with one minute rest in between with a retention test with 5 opportunities after a 5 minute rest once finished with the third trial.
My partner Marley decided to be the participant who had to ask for feedback. Her results are as follows:
Trial one:
Finish line accuracy: 1 out of 10 times
over line: 4 out of 10 times
under line: 5 out of ten times
asked for feedback: 6 out of 10 times
Trial two:
Finish line accuracy: 1 out of 10 times
over line: 2 out of 10 times
under line: 7 out of 10 times
asked for feedback: 2 out of 10 times
Trial three:
Finish line accuracy: 0 out of 10 times
over line: 6 out of 10 times
under line: 4 out of 10 times
asked for feedback: 3 out of 10 times
Retention Test
Finish line accuracy: 1 out of 5 times
over line: 1 out of 5 times
under line: 3 out of 5 times
NO FEEDBACK
My results, getting feedback every time, where similar to Marley's whereas I was only able to accurately hit the finish line once in two of my three trials and once in my retention test.
Our results were very similar but should have looked a little different. I, getting feedback every time, should have been able to adjust and accurately hit the line while Marley only got feedback if she requested it. This result is common in events like this because the participant needs the feedback in order to try and visualize the next action that needs to be taken. In other activities such as baseball, football, or basketball too much feedback can hinder a players performance due to their dependency on that feedback.
Factors that could have influenced our outcome are depth perception, being visibly impaired already, and being stubborn.
Sunday, November 7, 2010
Stages of Learning PDFE 11
For this professional development field experience we were to observe a physical activity and make a record or the amount of time the student was active, listening to instruction, waiting, or being managed. This was observed within 20 minutes making note of every 15 seconds.
I observed a 5th grade class at Armuchee Elementary while they ran their mile for the physical fitness test that they take twice a year. The class consists of 25 students and only half of them run at a single time. While the students are not running they play volleyball.
My student, out of 34 minutes, was active 83% of the time, waiting 12% of the time, and was under instruction 5% of the time.
All students running their mile were active 100% of the time they were running with little down time between the first finished student and the last(for most of the class). Those that were playing volleyball were relatively active but found themselves waiting sometimes for a minute at a time before they had to move in order to hit the ball and make a play.
For the number of students and the space available, I believe that these activities were well managed.
I observed a 5th grade class at Armuchee Elementary while they ran their mile for the physical fitness test that they take twice a year. The class consists of 25 students and only half of them run at a single time. While the students are not running they play volleyball.
My student, out of 34 minutes, was active 83% of the time, waiting 12% of the time, and was under instruction 5% of the time.
All students running their mile were active 100% of the time they were running with little down time between the first finished student and the last(for most of the class). Those that were playing volleyball were relatively active but found themselves waiting sometimes for a minute at a time before they had to move in order to hit the ball and make a play.
For the number of students and the space available, I believe that these activities were well managed.
Stages of Learning PDFE 10
During this exercise in class we were paired into groups or two and practiced both constant and varied schedules for throwing a beanbag into a hula hoop and trying our best to land on the circle placed in the middle of that hoop. Each participant had three trials and a retention test. All trials had 15 attempts to hit the target. The first two trials were followed by 1 minute breaks and the third was followed by a 5 minute break before performing a 5 throw retention test. Each throw was scored based on where the beanbag landed; 2 point for on the inner circle, 1 point for in or on the hula hoop, and 0 if the beanbag was not in or touching the hula hoop.
Constant practice is that where the person practices the same exercise over and over with no changing variables.
Varied practice is where the person practices the same exercise with changing variables.
For this exercise our changing variable was the distance from which the beanbag was thrown. During constant practice the beanbag was thrown from 5 meters away while during varied practice the beanbag was thrown from 4, 5, and 6 meters away rotating with every throw.
My partner, Susan, did the constant practice and her results are as follows:
Trial one:
9 of 15 attempts went in the hula hoop
1 of those 9 hit the inner circle
Trial two:
7 of 15 attempts went in the hula hoop
3 of the 7 hit the inner circle
Trial Three:
5 of 15 attempts went in the hula hoop
1 of the 5 hit the inner circle
Retention Test:
2 of the 5 attempts went into the hula hoop
1 of the 2 hit the inner circle
Susan's overall total was 29, while mine was 44.
Having the retention test placed at the 5 meter mark, Susan's outcome should have been better than my outcome. If the retention test required us to throw from varied distances then my score should beat Susan's because I will have learned how hard to throw the beanbag from each distance.
Factors that may have influenced these results would be previous athletic ability and surrounding groups and their distraction partners .
Constant practice is that where the person practices the same exercise over and over with no changing variables.
Varied practice is where the person practices the same exercise with changing variables.
For this exercise our changing variable was the distance from which the beanbag was thrown. During constant practice the beanbag was thrown from 5 meters away while during varied practice the beanbag was thrown from 4, 5, and 6 meters away rotating with every throw.
My partner, Susan, did the constant practice and her results are as follows:
Trial one:
9 of 15 attempts went in the hula hoop
1 of those 9 hit the inner circle
Trial two:
7 of 15 attempts went in the hula hoop
3 of the 7 hit the inner circle
Trial Three:
5 of 15 attempts went in the hula hoop
1 of the 5 hit the inner circle
Retention Test:
2 of the 5 attempts went into the hula hoop
1 of the 2 hit the inner circle
Susan's overall total was 29, while mine was 44.
Having the retention test placed at the 5 meter mark, Susan's outcome should have been better than my outcome. If the retention test required us to throw from varied distances then my score should beat Susan's because I will have learned how hard to throw the beanbag from each distance.
Factors that may have influenced these results would be previous athletic ability and surrounding groups and their distraction partners .
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