PDFE Assignment 13

I recently observed a Berry College Mens basketball practice, coached by Jeff Haarlow. I observed feedback for jump shots, passing, defending, boxing out, free-throws, and how he coach reacted to players and different situations.

Intrinsic( a player sees himself perform a task like a jump shot or a pass correctly)

A player makes 10 free throws in a row.

A player makes a jump shot with a defender in his face.

Extrinsic (a coach comments on the performance of a player)

The coach commented on the stance of a defensive player. He told a player to stay low while defending.

The coach also made the players run in a set amount of time that was visible on the scoreboard.

KR (athlete uses a scoreboard to help make a time while running)

A player sees a layup go in.

A player sprints and beats his teammates in sprints .

KP

The final score of a basketball game

The coaches attitude towards the players and the game.

Descriptive

A bad shot was taken and the coach said "you should have waited until later in the shot clock to take that shot."

A player had his back turned and was not in proper help defense and the coach said "if you were open and saw both your man and the ball, you would have potentially been able to stop the team from scoring.

Prescriptive

On a rebound a player did not box out and the coach told the player to get low and find a player to box out.

On a shot a players feet were too wide and the coach instructed him to close them for a more effective shot.

Motivation

The coach was able to motivate the players by timing their running. If the players did not run in the given time, the players had to continue to run. Their motivation was leaving practice early.

Reinforcement

The coach kept reminding players to stay low while they were defending.

PDFE Assignment 12

Knowledge of Results of KR provides information about the outcome of an action each time an action is completed. Whether that action is correct or incorrect the participant receives feedback. Having constant feedback is not always a good thing though. An athlete can grow to develop a dependency on the feedback which will case him to perform worse in a game like setting because he will not have that constant feedback.Knowledge of Performance or KP provides information about the process. This allows an athlete to provide themselves with their own automatic feedback. The participant does not have to rely on an outside source for feedback, which will allow for faster reaction time and quicker, more automatic changes. Knowledge of Performance also results for better performance in a game-like setting. The athlete will be able to correct his mistakes without having to rely on the crutch of someone else. Throughout the lab my partner scored better because she was asking for feedback after every turn. This is an example of the KR. I, on the other hand, used KP, which means I asked for feedback sparingly. My partner performed better than me for the first half of the experiment, but when neither one of us could ask for feedback I performed better because I was used to adjusting my attempts without having to be constantly told how close I was to my given target. One thing that could affect this lab would be the way an individual interprets a millimeter. Not having the correct mental distance can drastically change the overall results.

PDFE Assignment 11

Last Thursday I observed a Teaching Team and Individual Sports class in the Cage Facility. The class is directed by Coach Pearson and college students teach Berry College Middle Schoolers. The class started the class playing kickball then moved to an altered type of dodgeball The class is composed of 7th and 8th graders and it totals out to around 28 students. I calculated (34x15 second/825 seconds) 58% activity, (12x15 seconds / 825 seconds) 21% instruction, (6x15 seconds / 825 seconds) 10% management, (5x15 seconds / 825 seconds) 9% waiting.

I personally believe that these are appropriate percentages for a middle school P.E. class. The students should be trying to focus as much as possible on the new skills learned in order to build a strong skill base. Instruction is necessary for the students to learn new schools, but for them to truly get better at the skills they are being taught they need to spend as much time as possible acting out the new skills they have learned. It is my personal opinion that there was too much time waiting. 9% of class is too much time for middle schoolers to be idle. The time spent managing the class was appropriate because the class switched from game to game. I believe that this is a great class for middle schoolers because they get to spend time in a college athletic facility and they are taught by college students. The students seem to respond better to the college students and they seem to be more willing to listen to what the college students have to say. All-in-all I believe the class runs very well and the students are usually able to maximize their learning potential.

PDFE Assignment 10

In sports it is not uncommon for an athlete to try and practice a specific skill in order to become a more well rounded athlete. Consistent skills practice occurs when an athlete practices one specific skill or action over and over. When doing this action, an athlete does not practice any other part of that skill. This skill is beneficial when an athlete is trying to master one specific part of a skill. On the other hand, varied skills practice occurs when an athlete changes the consistent practice. This could happen by changing the distance, speed, or any factor that could effect the outcome. This action is more beneficial to the athlete as a whole because of the changes that occur are similar to changes that would occur in a game.

For the lab that recently occurred, each group consisted of two members that attempted to toss a bean bag into hula-hoop. One participant was simulating the consistent skill group and tossed all of their bean bags from 5 meters away. The other partner simulated the varied group. This individual tossed the bean bag from 4, 5, and 6 meters. In this activity one could observe the differences between the consistent skilled group and of the varied skilled group.

In my personal opinion, I believe that the varied skilled practice is more beneficial than the consistent skilled practice because it provides the athlete with a more realistic setting. There are very few sports that require an athlete to perform any activity from a set spot over and over. The varied skill practice gives a more realistic setting because of the way the athlete is having to constantly change their athletic approach. In our group neither the varied or consistent group proved to be more beneficial to the athlete. The results of this activity could have been influenced by fatigue, injury, or number of attempts.

PDFE Assignment 9

I feel like my physical education background was different than the common student, because I moved schools a good bit. I went to primary school here in Rome, Georgia at Glennwood Elementary School. From Kindergarten through second grade my P.E. teacher was Mrs. Rice and our classes had between 20 and 30 students. We had P.E. classes for around an hour every third day because we rotated between Art, P.E., and Music. We never focused on specific sports, but rather we made sure to cover the basics of elementary movement. The class took place inside a gym half the time and outside on a track or in a field the other half of the time.

As I became older I transfered to Berry Elementary School. At Berry I was able to do many different activities that the average school child might not be able to enjoy. My classes were a little bit smaller. We probably had between 15 and 20 students in the class and it lasted around an hour and a half. Unlike primary school we focused on games more. Sometimes the class would play capture the flag out in front of Frost Chapel and other times the class would go into the Windshape gym and play games like basketball and dodgeball. This was probably one of my favorite P.E. classes because we played games that I enjoyed and we had a vast amount of freedom our class had on Berry's beautiful mountain campus.

I left Rome and moved to Fayetteville, Georgia the summer I was going into 7th grade. For two years I attended Whitewater Middle School. The P.E. classes were a lot larger because the school was bigger. I believed the classes consisted of around 25-35 students. The classes met everyday for 9 weeks then students had to change their electives. P.E. was always my favorite class so I tried to make sure I was able to get into a P.E. or P.A. (Physical Activity) three out of the four 9 weeks. The classes consisted of many of the same activities I did when I was at Berry. We played games like dodgeball, flag football, and basketball.

After I finished middle school at Whitewater, I transfered to Our Lady of Mercy High School. I had the pleasure of having my father be my P.E. teacher for a good bit of high school. My classes were a tad bit smaller than they were at Whitewater. I usually had somewhere between 20 and 25 students in a class. We were required to have only one semester of P.E. and one semester of health. Our P.E. class usually did some form of running or actual physical for the first half of class, then play a game for the remainder of class. Because we could only take one P.E. class, I took a couple weight training classes and team sports classes.

I strongly disagree that schools are reducing the amount of physical activity required for students. As a nation that is notorious for being obese and having health issues, it seems preposterous that school systems would reduce the amount of active time students are participating in physical activity. I believe that schools should require at least 3-5 hours of physical activity a week. I also believe that all students should be required to participate. I think that students who are out of shape often times do not play or participate because they fear being mocked or ridiculed.

PDFE Assignment 8

In the lab the was performed last class, many students had many different results when trying to complete the task. I know that some students already knew how to tie the knot, so they had no trouble with the lab. Other students did not initially understand how to tie the knot, but caught on very quickly. Finally, there were students that had no history of tying complicated knots and they did not catch on quickly at all.

My partner (Amanda) had no previous history with tying knots and it showed when she first tried to tie the knot. After she had gone through the process a few times she started to get the hang of it, but she did not fully understand how to tie the knot until she received help from the teacher. After she received help a few times she was able to tie the knot consistently with relative ease.

I struggled with many of the same difficulties my partner did. Like Amanda, I also had no previous knowledge with tying knots. I was not able to tie the knot just by looking at the instructions and working the rope out on my own. I was not able to complete the knot until I visually saw someone else tie the knot. After I saw someone else tie the knot, I was able to quickly fix what I was doing wrong, and ultimately tie the knot correctly. After I performed the task correctly for the first time, the rest came fairly naturally. It seemed like it only took me a few times until i could perform the task at an almost autonomous rate.

It really is impressive when the body hits the autonomous state. The stage reminds me of muscle memory. In sports, after you perform a task so many times with the same motion, it comes as second nature. You can perform the task with your eyes closed or in many other varied situations. Like muscle memory, the autonomous state gives an individual a comfort area that comes with an extreme amount of ease.

PDFE Assignment 7

Personal Ability Inventory

Multilimb coordination 1 2 3 4 5 4

Control precision 1 2 3 4 5 4

Response orientation 1 2 3 4 5 4

Reaction time 1 2 3 4 5 4

Rate control 1 2 3 4 5 4

Manual dexterity 1 2 3 4 5 4

Finger dexterity 1 2 3 4 5 4

Arm–hand steadiness 1 2 3 4 5 4

Wrist–finger speed 1 2 3 4 5 3

Aiming 1 2 3 4 5 4

Explosive strength 1 2 3 4 5 4

Static strength 1 2 3 4 5 3

Dynamic strength 1 2 3 4 5 3

Trunk strength 1 2 3 4 5 3

Extent flexibility 1 2 3 4 5 2

Dynamic flexibility 1 2 3 4 5 3

Gross body equilibrium 1 2 3 4 5 3

Balance with visual cues 1 2 3 4 5 2

Speed of limb movement 1 2 3 4 5 4

Gross body coordination 1 2 3 4 5 4

Stamina 1 2 3 4 5 4

Movement rate 1 2 3 4 5 3

Motor timing 1 2 3 4 5 3

Perceptual timing 1 2 3 4 5 4

Force control 1 2 3 4 5 3

List five skills that you can perform with a relatively high level of proficiency:

1) Perform a layup

2) Shoot a Free Throw

3) Catching a Ball

4) Throwing a Ball with accuracy

5) Running while cradling a ball

Ideal Ability Profile

Skill: Throwing an object towards a moving target. (ie: passing a basketball to a moving player).

1) Aiming

2) Manual Dexterity

3) Motor Timing

4) Perceptual Timing

5) Force Control

6) Finger Dexterity

7) Wrist-Finger Speed

8) Arm-Hand Steadiness

Discussion

Most people who have some idea of sports understand how to make a pass or throw a ball. They tend to understand how to lead the player by throwing the ball ahead of the intended target. This allows the ball to make up for the time difference between the ball being thrown and the receiver catching the ball. My ability inventory coordinate with my ideal ability profile because of the way they coordinate with passing a basketball. Being a basketball player this skill comes easily to me. I have been shooting and passing since I was a child, it comes as second nature to make a pass, but i can understand how it would be difficult for beginner.