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 .
Sunday, October 31, 2010
Group Meeting 5
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
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
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!
Sunday, September 26, 2010
Group Meeting 2
The group of Edwards, Harber, and Rumble met in the Library on Sunday evening September 26, 2010 from 9:20 until 10:10. All members were present during the full time of the meeting.
Last Weeks Agenda:
At out last meeting we assigned Edwards to be our time recorder and went over our ideas as to what we would like our project to be about. After a brief discussion the group decided on the topic "The Use of Alcohol and its Effects on Sports Performance in College." Along with this we established the time for the current meeting and our agenda for such.
Today'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.
Topic Title/Description:
Our title for our project is "The Use of Alcohol and its Effects on Sports Performance in College." Throughout this project we are going to explore how alcohol does or does not play a role in the performance of college athletic teams.
Questions to answer:
1. What are the affects of alcohol on the body and how it relates to sports?
2. How does society portray alcohol use in sports?
PLAN OF ACTION:
1. Resources
a. Media
b. Journals
c.Text books
d. College Athletes/Coaches
2. Methods
a. Survey
b. Interview
c. Online research
d. Observations
3. Tasks for Members
a. Edwards
i. Look for media examples relating athletes and alcohol
ii. Look for athletic role models both good and bad
b. Harber
i. Research of effects of alcohol on body related to sports performance
c. Rumble
i. Create Survey and disclaimer to give out to both athletes and coaches.
Presentation/Paper:
We will work on the PowerPoint and the project summary at group meetings as we obtain information.
Next Weeks Meeting Agenda:
Last Weeks Agenda:
At out last meeting we assigned Edwards to be our time recorder and went over our ideas as to what we would like our project to be about. After a brief discussion the group decided on the topic "The Use of Alcohol and its Effects on Sports Performance in College." Along with this we established the time for the current meeting and our agenda for such.
Today'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.
Topic Title/Description:
Our title for our project is "The Use of Alcohol and its Effects on Sports Performance in College." Throughout this project we are going to explore how alcohol does or does not play a role in the performance of college athletic teams.
Questions to answer:
1. What are the affects of alcohol on the body and how it relates to sports?
2. How does society portray alcohol use in sports?
PLAN OF ACTION:
1. Resources
a. Media
b. Journals
c.Text books
d. College Athletes/Coaches
2. Methods
a. Survey
b. Interview
c. Online research
d. Observations
3. Tasks for Members
a. Edwards
i. Look for media examples relating athletes and alcohol
ii. Look for athletic role models both good and bad
b. Harber
i. Research of effects of alcohol on body related to sports performance
c. Rumble
i. Create Survey and disclaimer to give out to both athletes and coaches.
Presentation/Paper:
We will work on the PowerPoint and the project summary at group meetings as we obtain information.
Next Weeks Meeting Agenda:
1. Review progress in task given at current meeting
2. Collect survey information thus far
3. Talk about next meeting (after fall break)
Monday, September 20, 2010
Movement Preparation
On Saturday September 18, 2010 I watched the University of Georgia (UGA) vs. University of Arkansas (UA) game. During this game I observed several factors which include: Reaction Time, Hick's law, Psychological Refractory Period, and Anticipation.
Reaction time:
Reaction time is the time between a stimulus and the initial response. In football and evident in this game, there are several opportunities to observe a players reaction time. A few examples are the time between the snap of the football and the defensive/offensive line reactions, the time between a player seeing the ball in the air and catching it, and the time between the snap of the ball and the player who holds the ball during a field goal attempt.
Hick's Law:
Hick's law states that an increase in uncertainty leads to a longer reaction time. For example, if a quarterback has only one person to throw to their reaction time would be faster than that of a quarterback who has several people to throw to and must decide which is the best choice. This example showed up multiple times during the UGA vs. UA game. Another example is a run play where the football team in possession of the ball will attempt to gain yardage by running the ball as apposed to passing it. Most run plays leave the runner with a specific hole, or opening, to run through. These plays have a faster reaction time than those that give multiple options.
Psychological Refractory Period:
Psychological refractory period refers to two stimuli that are presented successively and require two different responses. In football we see this when players step one way, when they spin out of plays, and when teams will do a special play such as a fake punt pass. During the UGA vs. UA game there were several instances where players from both teams would run the ball and would pump fake one way and go the other in order to avoid a defender. One of UA's players did this very well and on one run avoided four Georgia defenders.
Anticipation:
Anticipation is predicting what and when something will happen. The snap of the ball is an anticipation that happens for both the defense and the offense. An accurate anticipation of the snap would lead to the play being played all the way through while an inaccurate anticipation of the snap will most likely lead to a false start and a penalty. There were a few false starts throughout the game; making accurate predictions can win help games while inaccurate predictions can greatly hurt a teams position.
Reaction time:
Reaction time is the time between a stimulus and the initial response. In football and evident in this game, there are several opportunities to observe a players reaction time. A few examples are the time between the snap of the football and the defensive/offensive line reactions, the time between a player seeing the ball in the air and catching it, and the time between the snap of the ball and the player who holds the ball during a field goal attempt.
Hick's Law:
Hick's law states that an increase in uncertainty leads to a longer reaction time. For example, if a quarterback has only one person to throw to their reaction time would be faster than that of a quarterback who has several people to throw to and must decide which is the best choice. This example showed up multiple times during the UGA vs. UA game. Another example is a run play where the football team in possession of the ball will attempt to gain yardage by running the ball as apposed to passing it. Most run plays leave the runner with a specific hole, or opening, to run through. These plays have a faster reaction time than those that give multiple options.
Psychological Refractory Period:
Psychological refractory period refers to two stimuli that are presented successively and require two different responses. In football we see this when players step one way, when they spin out of plays, and when teams will do a special play such as a fake punt pass. During the UGA vs. UA game there were several instances where players from both teams would run the ball and would pump fake one way and go the other in order to avoid a defender. One of UA's players did this very well and on one run avoided four Georgia defenders.
Anticipation:
Anticipation is predicting what and when something will happen. The snap of the ball is an anticipation that happens for both the defense and the offense. An accurate anticipation of the snap would lead to the play being played all the way through while an inaccurate anticipation of the snap will most likely lead to a false start and a penalty. There were a few false starts throughout the game; making accurate predictions can win help games while inaccurate predictions can greatly hurt a teams position.
Saturday, September 18, 2010
Meeting One
The Group of Edwards, Harber, and Rumble met at the cage on September 13, 2010 from 6:53 to 7:11 to select a group leader, Designate a minute recorder, Establish our next meeting time, and go over out agenda for our next meeting. All members were present at during the full meeting time.
Time recorded by: Melissa Edwards
Friday, September 10, 2010
Movement Classification
Once again, I have observed the Berry College women's volleyball team! I observed the team's practice between 4 and 5pm in Berry's athletic building known as the Cage on September 9, 2010.
Movements are classified into two systems, one dimension and two dimension. These systems can then be broken down into subcategories. One dimension systems, which we'll look at first, are split into the following subcategories; fundamental Movement, Muscle groups, Type of task, Cognitive-motor elements, and environmental predictability. The two dimension system only has two subcategories, action and environment.
As with my last post, here are some terms to aid in understanding!
One Dimension Systems
1.Fundamental movement
a. Fundamental movement includes three more subcategories within itself to better break down movement classification.These subcategories include locomotor(primary purpose of travel), manipulative(Primary purpose involves the manipulation of an object), and Stability(primary purpose is body control and stability).
b. Locomotor
i. Shuffle
ii. Short sprint
c. Manipulative
i. Serve
ii. Bump
iii. Set
vi. Spike
d. Stability
i. Block
2. Muscle Groups
a. Muscle groups are broken down into two more subcategories based on the muscles involved. Gross motor skills and fine motor skill. Gross motor skills include large muscle groups while fine motor skills involve small muscle groups.
b. Gross Motor Skills
i. Bump
ii. Set
iii. Spike
iv. Block
c. Fine Motor Skills
i. There are not many movements in volleyball that use small muscle groups but volleyball does require quite a bit of hand-eye coordination, which is a fine motor skill.
3. Type of Task
a. The type of task can be broken down into three subcategories much like fundamental movement. Discrete motor skills, serial motor skills, and continuous motor skills are the three subcategories. Discrete motor skills include those that have brief actions and a definite beginning and end; an example would be a golf swing. Serial motor skills include those that combine several discrete motor skills together such as hammering or shifting gears. Continuous motor skills are those in which there is no definite beginning and end.
b.Discrete Motor Skills
i. Bump
ii. Set
iii. Spike
iv. Block
c. Serial Motor Skills
i. None
d. Continuous Motor Skills
i. This may happen on occasions such as a volley between the two teams that last for an extended amount of time.
4. Cognitive-Motor Elements
a. Cognitive motor elements are classified on a scale ranging from cognitive to motor like so: cognitiveCognitive elements are elements that require strategic thinking much like a game of chess or poker, while motor elements require movement such as sprinting, jumping, or squatting.
b. Many of the moves in volleyball fall somewhere in the middle since they require movement and a strategizing thought process of where to place the ball.
5. Environmental Predictability
a. The predictability of the environment is classified on a scale very similar to the cognitive-motor elements scale with predictable on one end and unpredictable on the other.
predictable unpredictable
Predictable environments are those in which the action performed is easily predicted. Whereas an unpredictable environment would not be easily predictable.
b. Predictable environments
i. Serve
c. Unpredictable Environments
i. Anything after the serve
Two Dimension Systems
1. Action
a. The action subcategory is divided into two more subcategories that include body and object manipulation. To find out which category the action goes in you simply ask yourself a few questions for each subcategory.
i. Body
a. Moving
b. Stationary
ii. Object Manipulation
a. Yes
b. No
2. Environment
a. Environment follows the same objective as action, has two subcategories, and requires the same questionnaire process.
i. Regulatory
a. Moving
b. Stationary
ii. Context
a. Changing
b. Not changing
3. Two dimension systems, when classified are put into a table that has 14 categories. I have identified four movements and placed them into four categories as follows:
a. Ready position (squatted position waiting for service of ball)
i. Body is stationary with no object manipulation
ii. The environment is not changing nor is its context
b. Set
i. Body is stationary with object manipulation
ii. There is no environmental change but the context does change
c. Adjustment of position to the play
i. Body transport with no object manipulation
ii. There is environmental change but the context does not vary
d. Serve
i. Body transport with object manipulation
ii. The environment changes and so does the context
Friday, September 3, 2010
PDFE Assignment One!
On August 26th I observed the Berry College women's volleyball team during their daily practice in the Cage (Berry's sports complex). Before we go any further, here are some terms you may need to know!
Spike: A ball contacted with force by a player on the offensive team who intends to terminate the ball on the opponent's floor or off the opponent's blocker.
Block: A defensive play by one or more players meant to deflect a spiked ball back to the hitter’s court.
Set: The tactical skill in which a ball is directed to a point where a player can spike it into the opponent's court.
Dig: Passing a spiked or rapidly hit ball. Slang for the art of passing an attacked ball close to the floor.
Observations are as follows:
Safety:
*All players wore appropriate attire. This includes knee pads and braces if needed.
*The coaches are present and overseeing all drills.
*There is also a trainer present.
*The team has two aids that help in multiple drills and exercises.
*The only thing that caught my attention as being unsafe would be the amount of loose balls only a short while after the start of a drill.
Learning:
*At beginning of practice there is a ball tossing activity used to aid the players in getting used to calling the ball. This drill shows up later in practice as the team scrimmages.
*Individual practice in specific area/position: during this activity the coach physically shows the player what to do. After a few tries the player begins to perform the activity correctly. The player's improvement shows in the scrimmage.
*The coach stops the drills to correct the players. They show an understanding by performing correctly afterwards.
Active:
*The team starts their practice with agilities.
*As a team they run a drill on blocking, the act of blocking the opponents ball from coming over the net. This drill includes running, jumping, diving, and digging.
* They also perform individual set drills. These include running, jumping, and setting.
*Once the team is warmed up they play a scrimmage. The scrimmage requires all players to jump, shuffle, serve, make short sprints, dive, dig, and block.
Modifications:
*I myself have never played volleyball competitively and cannot say that there are many things that I would modify. I will suggest maybe having someone to collect all balls as the drills are being expected and adding a cardio warm-up to the routine other than only doing agilities.
Enjoyable:
*All players seem to be enjoying their time as they smile, laugh, and talk while warming up.
*The entire team has great chemistry, working together with good attitudes.
*The players compliment each other during practice.
*All players become excited and are motivated when they reach a goal.
*The coaches give encouraging compliments.
*During the scrimmage after every point, whether they obtained a point or not, the teams would huddle and encourage each other.
Interesting:
*Before practice officially began many of the players were already doing drills that were seen later on in practice.
*Many of the players in volleyball specialize in a position as opposed to being diverse.
*The coach places a point value on many of the drills to raise competition.
Spike: A ball contacted with force by a player on the offensive team who intends to terminate the ball on the opponent's floor or off the opponent's blocker.
Block: A defensive play by one or more players meant to deflect a spiked ball back to the hitter’s court.
Set: The tactical skill in which a ball is directed to a point where a player can spike it into the opponent's court.
Dig: Passing a spiked or rapidly hit ball. Slang for the art of passing an attacked ball close to the floor.
Observations are as follows:
Safety:
*All players wore appropriate attire. This includes knee pads and braces if needed.
*The coaches are present and overseeing all drills.
*There is also a trainer present.
*The team has two aids that help in multiple drills and exercises.
*The only thing that caught my attention as being unsafe would be the amount of loose balls only a short while after the start of a drill.
Learning:
*At beginning of practice there is a ball tossing activity used to aid the players in getting used to calling the ball. This drill shows up later in practice as the team scrimmages.
*Individual practice in specific area/position: during this activity the coach physically shows the player what to do. After a few tries the player begins to perform the activity correctly. The player's improvement shows in the scrimmage.
*The coach stops the drills to correct the players. They show an understanding by performing correctly afterwards.
Active:
*The team starts their practice with agilities.
*As a team they run a drill on blocking, the act of blocking the opponents ball from coming over the net. This drill includes running, jumping, diving, and digging.
* They also perform individual set drills. These include running, jumping, and setting.
*Once the team is warmed up they play a scrimmage. The scrimmage requires all players to jump, shuffle, serve, make short sprints, dive, dig, and block.
Modifications:
*I myself have never played volleyball competitively and cannot say that there are many things that I would modify. I will suggest maybe having someone to collect all balls as the drills are being expected and adding a cardio warm-up to the routine other than only doing agilities.
Enjoyable:
*All players seem to be enjoying their time as they smile, laugh, and talk while warming up.
*The entire team has great chemistry, working together with good attitudes.
*The players compliment each other during practice.
*All players become excited and are motivated when they reach a goal.
*The coaches give encouraging compliments.
*During the scrimmage after every point, whether they obtained a point or not, the teams would huddle and encourage each other.
Interesting:
*Before practice officially began many of the players were already doing drills that were seen later on in practice.
*Many of the players in volleyball specialize in a position as opposed to being diverse.
*The coach places a point value on many of the drills to raise competition.
Sunday, August 29, 2010
My Bio!
Hello there, my name is Melissa and I am a college student who strives to become a health and physical education teacher. Along with being a striving college student, I am the oldest of five and the first person in my immediate family who will have gone to and graduated from college. I grew up playing sports and being active; lucky for me I have always been one of those kids who is pretty good at anything they try. Throughout my childhood years and into my teenage years, I played a number of sports including soccer, basketball, softball, and even did some competitive cheer leading. During my high school years I chose to specialize in one sport, playing year-round soccer.
Along with my love for sports, I have a love for school. Unlike most kids, who enjoyed their days off during the summer, I looked forward to going back to school and having a daily schedule. School has always been something I enjoyed because like sports, I was good at most academic activities. Along with being academically gifted, it never failed that every year I had a teacher who really inspired me whether it involved bettering myself in sports or in the classroom.
My motivation for becoming a health and physical education teacher, other than my love for sports and school, is to be that teacher that inspired the next generation to do/be something great. I believe that inspiration and motivation are where a person’s future begins. Without motivation and inspiration, as humans, we have no desire to accomplish anything. For many students a majority of their time will be spent at or in school, especially if they decide to partake in athletics. This reason, along with many others, is one of my deciding factors for becoming a health and physical education teacher.
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