PDFE #14

The difference between part and whole practice methods:

Part Practice: a way of simplifying a task into parts. Making a complex skills easier to learn the basic parts. The three types of part practice are segmentation, fractionization, and simplification.

In segmentation, one aspect of a skill is practiced first, then after that part of the skill is acheived, the second part is added. After the first and second parts are added together and learned, then the 3rd part is added, and so on. Individual aspects of a skill are added on one at a time until the whole skill is put together and performed successfully.

Whole practice is just practicing every part of a skill at once. It is skipping any breakdown of a skill and just practicing the skill over and over as a whole.

Lab 8.2 results:

Participant: Kara Experimenter: Marley

Trial: Count:

1 2

2 1

3 1

4 2

5 3

6 2

7 0

8 2

[1-minute break]

9 1

10 2

11 1

12 1

13 2

14 3

15 3

16 3

[1-minute break]

17 3

18 2

19 2

20 2

21 3

22 2

23 3

24 2

[1-minute break]

25 2

26 2

27 3

28 2

29 3

30 2

31 3

32 2

[5-minute break]

Retention test:

1 3

2 2

3 4

4 4

5 3

6 4

7 3

8 3

Average: 2-3

In our juggling lab, the part practice was more successful. I was the participant doing each individual step and the results show that by the time I put all the steps together, I was better skilled at juggling than Kara, who only did whole practice. This was a pretty successful study because neither of us could juggle (this is probably still the case), so we were able to start at the same ability level.

The results matched my expectations for this lab. Juggling is a skill that can be broken down and is easier learned in parts. However, this is not the case for all skills. As the lab gives the example, a pole vaulter can practice the steps in order until he completes the entire vault. A runner, however, can break down the correct way to step to move faster, but in order to learn the skill of a faster run he must just run. Another example would be leaping in dance. You can practice the preparation, but there is not actual way to stop mid air and start over in steps. Leaping is an example where whole practice is the most practical.

Other factors that could have affected our results were there may have been a difference in our beginning skill level. It could have been that even though neither of us could juggle successfully, I may have had more practice/experience in the past. Another factor could be our coordination abilities. This lab could just show that I have a higher hand-eye coordination ability instead of showing how part practice can be more successful than whole practice.

PDFE #11

Date: 11/15/10

Activity: Berry Club Soccer Practice

Site: Richards Gym

Instructor/coach: Seth Mason

# of Students: 16

Grade Level: College

Total # of recorded intervals x 15 seconds: 2160 seconds

Code designated intervals (A, I, M, W) x 15 seconds/total =

A= 59.7%

I= 11.8%

M= 3.5%

W= 25%

These are pretty good percentages, especially since it is a soccer practice. Management is good time, this was them marking off soccer goals and getting things situated. Instruction was just at the beginning and a little throughout their scrimmages and some towards the end. Waiting is 1/4 which seems like a lot, but in 36 minutes for a soccer scrimmage where they rotate players it isn't a crucial amount of time. The activity (playing) takes up almost 60% which seems like a healthy amount of activity. Overall, for this one player that I observed there was a good balance between the four categories. I don't think the coach needs to make any adjustments to the practice. All players had a good amount of warm up and active playing time. The coach also made sure there wasn't a lot of standing around wasting time.

PDFE #12

Knowledge of Results (KR) is the extrinsic information given to a learner that tells them something about how successful their actions were with respect to the desired outcome. Sometimes KR can be redundant because the learner is aware of what they have done wrong. Often times these notifications of the obvious can be annoying to a learner. However, many times the learner is not aware of the results of their actions and need aid in knowing how successful, or unsuccessful they are in order to fix it. Performance activities like diving, gymnastics, and ice skating require an observer to coach them correctly because it is many time hard to know if they are doing the movements correctly.

Knowledge of Performance (KP) helps a learner know the quality of their movements. This is sometimes referred to as kinematic feedback and is a type of information that instructors, coaches, and therapists use often in real-world settings. KP provides information about the pattern in space or time either of the movement or of the implement the learner is moving. Examples of this would be a baseball coach saying "your grip on the bat is too low" or a diving coach saying "your tuck wasn't tight enough." This information is different from KR because it does not necessarily provide information about the level of achievement. Instead, KP focuses on the quality of movement.

Data

Participant: Melissa Edwards Experimenter: Marley Simonis

5 to 10 seconds between trials. Knowledge of Results

Trial: CE

1 1.5 inches short

2 1 inch short

3 .5 in short

4 0 [on target]

5 .5 in short

6 .75 in short

7 4 cm too far

8 3 cm too far

9 1 cm too far

10 1 cm too short

[1-Minute break]

11 3 cm too short

12 .5 cm short

13 1 in too far

14 1 in too far

15 1 cm short

16 4 cm short

17 .5 in short

18 .5 cm too far

19 .5 cm short

20 .5 cm far

[1-Minute break]

21 .5 in too far

22 0 [on target]

23 1/20 in too short

24 .5 in too short

25 1/16 in too short

26 .5 in too short

27 1/32 in too short

28 .5 cm too short

29 3/4 in too short

30 3/4 in too far

[5-Minute break]

NO KR: Retention Test

1 3/4 in too short

2 .5 in too short

3 1mm too short

4 0 [on target]

5 .5 in

Participant: Marley Simonis Experimenter: Melissa

Trial KR? CE

1 N 1 in

2 Y 1/16 in

3 Y 3/4 in

4 Y 1/4 in

5 N 1/8 in

6 Y 1/4 in

7 N 1/2 in

8 Y 1/2 in

9 Y 1 in

10 N 0 [on line]

[1-Minute break]

11 N 1/2 in

12 N 0 [on line]

13 N 3/4 in

14 N 1/16 in

15 Y 1 1/4 in

16 Y 1/2 in

17 N 3/4 in

18 N 1/4 in

19 N 1/8 in

20 N 1/2 in

[1-Minute break]

21 N 1/4 in

22 Y 1/2 in

23 N 1/16 in

24 N 1/4 in

25 N 1/4 in

26 Y 1/2 in

27 Y 3/4 in

28 N 1/2 in

29 N 1/2 in

30 N 1/2 in

[5-minute break]

We did not have time to do the retention test.

Melissa's approximate average: .41 in

Marley's approximate average: .52 in

Providing KR seemed to help in this situation. However, sometimes when I requested KR I started doing worse. But overall, since Melissa had better accuracy it seemed that KR was helpful.

One thing I noticed was that Melissa was very dependent on the KR. Once she did not receive them, it was hard for her to figure out where the line was. As I got more comfortable not using KR, my performance increased.

Overall though KR seemed to help. Since we were blind folded in this activity KR was really necessary. This shows how in some sports and activities the learner cannot determine how good or bad their results are and have to have someone to tell them.

Improvement through KR could be seen in Melissa's first few trials as she gradually got closer to the line after receiving each result.

The results matched our expectations. KR wasn't significantly beneficial but helpful enough that both participants were near the line. Only occasionally did we miss the line by a large amount, and that was usually after a long break. When we kept in 5-10sec rhythm we improved.

I surprisingly did better without the KR than I expected. I do not know what to attribute that to. It seemed that sometimes after receiving KR my performance decreased.

One factor that could have contributed to results is the participants ability to remember how far their wrist should slide in order to get the pen on or near the line. Being able to recall what it felt like to get it on the line could greatly help in accuracy.

PDFE #10

In varied practice, the learner practices more than one variation of a task so that he or she can learn the relationship between parameter settings and the resulting environmental outcomes. Factors like distance, speed, angle, etc. can all be changed from trial to trial to relate the parameter settings to the outcomes of movement. It is thought to enhance schema, the rule relating the parameter settings to the outcomes of a movement. Varied practice should help a learner to generalize learning experiences to novel demands within the same class of movements.

Constant practice, however, only uses a specific pairing between the parameter value for that one target and the resulting outcome. For example, just throwing the ball from one place over and over. It develops a skill for that one distance, but there is no experience when the parameters change. Constant practice does not help the learner to generalize learning experiences to novel demands within the same class of movements - the learner is not familiar with any variation in demand.

Condition 1 - Constant Practice -

Participant: Marley Simonis

Experimenter: Kara Hardy

5-10 seconds between trials:

5 out of 15 were within the hoop

(1-minute break)

6 out of 15 were within the hoop

(1-minute break)

7 out of 15 were within the hoop

1 out of 15 was on the dot

(5-minute break)

RETENTION TEST:

Zero of the 5 were made within the hoop

Sum: 20

Condition 2 - Varied Practice -

Participant: Kara Hardy

Experimenter: Marley Simonis

5-10 seconds between trials:

5 out of 15 were made within hoop (1 pt each)

3 out of 15 were made on the dot (2 pt each)

The 1 point shots were varied on distance. Some were made from 4m, 5m, and 6m.

2 of the dot shots were made from 4m. One of the dot shots was made from 6m.

(1-minute break)

Zero of 15 shots were 1pt

2 of 15 shots were made on the dot. One from 6m, the other from 5m.

(1-minute break)

4 out of 15 shots were made in the hoop (1 pt each) 2 from 5m, 2 from 6m.

2 out of 15 shots were on the dot (2 pt each) both from the 4m distance.

(5-minute break)

RETENTION TEST:

One shot out of 5 was made inside the hoop, not on the dot, at the 5m distance.

It seemed that the variety test worked better in the experiment (It could just be that Kara is a better thrower than I am).

My constant practice wasn't very good. At some points there was a series of improvement as I learned how to NOT throw the bean bag. But then as I kept going my performance decreased significantly. After the 5 minute break I tested the retention and my retention was zero. In our experiment of this trial the constant practice was not beneficial to improving this skill.

Presentations Lineup

1. Bethani and Mandi

2. Robert, Amanda, and Jeff

3. Lindsay, Caitlin, and Meredith

4. Caysie, Jenny, Lauren, and Emma

5. Marley and Kara

6. Katie, Susan, and Melissa

7. Nathan and Ehsan

PDFE #9 PA/PE

Personal physical activity/physical education background:

My experience in early grades physical education was at my house with my mom because I was home schooled from first grade until high school graduation. At least 4 of 5 school days a week my mom sent us outside for activity right before lunch and/or at the end of the school day. It consisted of just my two brothers and I and it usually lasted about 30 minutes. In elementary school, we had neighbors who also home schooled and they would occasionally join us to play a group activity. The facilities were just outside - my front yard, driveway, and backyard. My mom provided us with a variety of activities and made sure we had equipment for each. We played organized sports like basketball, tee ball, soccer, street hockey, wall ball, badminton, and kick ball. During one year she signed me up for tennis which was down the street from my house. We also participated in activities like jumping on the trampoline, playing tag, swinging on our swing set, pogo stick-ing, and going for walks. From the time we started school in first grade, she emphasized the importance of being active every day and how it affects your life.

I always enjoyed the activities and felt like I learned a variety of ways to stay active from a young age. Since it wasn't through an organized school (like public or private school) the activity part was emphasized more than the education part but I feel like the belief that an active lifestyle is important was taught to me in a fun way. I also am well rounded in a variety of sports and activities now.

Assess current Georgia recommendations for physical education:

The current recommendations for physical education are not enough in my opinion. The approximate 40 minutes 2 times a week is not adequate to keep early grades active or stress the importance of being healthy and active. Not a huge increase is needed - maybe 3 times a week for 30 - 45 minutes at minimum. In order for the time to be used well, PE segments should be limited to one or two classes. The less students per PE time enables the teacher to get more taught and gives more students the opportunity to participate.

Since there is no requirement for PE in middle school, one needs to be created. Honestly right now anything is better than nothing. Because many middle schoolers would find "PE" uncool, this would be a good time to stress being active in general and requiring students to participate in learning a variety of sports and fun activities.

Comments on the characteristics of a quality Physical Education program:

I believe the class size should be the same at the class size of every other subject. If a teacher isn't allowed to have more than 30 students in a class (for example) than there shouldn't be more than that in (what i call) an equally important subject: PE. The time limit should also be equivalent or very similar to the time limit of other subjects.

A variety of tasks and subjects should be taught. Maybe three days a week be learning and participating in an activity and one or two days a week be a classroom topic. I think this is a good time to teach a variety of sports like volleyball and kickball, to get kids active, and teach badminton or golf so they have the opportunity of learning sports they might not learn anywhere else. Topics in a classroom time should include things like personal hygiene, healthy food choices, the importance of being active, the history of certain sports, how physical activity can benefit them, etc.

PE should include regular activity while also helping young students to develop movement skills. Fun games and activities can be implemented to teach certain subjects. A quality physical education program should improve students fitness and work to improve their cognitive abilities. PE teachers should keep in mind that this might be the only time a student is active during a week.

PE should be fun AND educational. All students should be encouraged to do their best and the atmosphere should always be positive. They should be aware that this isn't a time to see who is better and one thing than another person, but a time for all students to learn and improve.

Traditional Approach vs. the Skill Theme Approach:

Skill theme emphasizes fundamental movement whereas traditional theme emphasizes team sports and playground games. In the traditional approach, there is a low amount of students moving at once (example: kickball, only 2 people at most moving at the same time) and they are working on improving games. Skill theme, however, has a higher percent of student movement and improving skills. A lot of time is spent on rules and organization in the traditional approach whereas in the skill theme approach there is more time spent on actual activity and practice. In skill theme, there is an equal amount of practice for everyone. The Traditional approach can give the more skilled students more practice. The traditional approach has the downfall of potentially embarrassing less skilled students, but the skill theme approach doesn't single any student out. Lastly, anyone can teach team sports, but a PE teacher is needed to teach the skill theme approach.

PDFE #8 Stages of Learning Lab

Lab 7.1 on 10/25/10

Experimenter: Marley Simonis

Participant: Melissa Edwards

Trial 1: Melissa reaches step 2 of the 5 steps. Since this was her first trial, she relied heavily on directions and became confused from the pictures. They didn't seem to help her on this trial. She was in the Verbal-Cognitive state because she was learning what to do and trying to identify the goal of the skill. She was also deciding what to NOT do in this stage and devoted a lot of attention thinking about how to execute the step-by-step process for completion. This trial took awhile before she gave up.

Trial 2: Trial 2 she reached step 5 and completed the knot! Careful reading and rereading of the directions was necessary to complete all the steps. This was her first completion but she struggled determining the right loops to go through. Though she completed all steps correctly, she was still in the verbal-cognitive stage because observable behavior was jerky and uncertain. She talked her way through each step, repeating which steps she had struggled with previously (like which loops to put the rope through). There was a major reliance on instructions. Quality was fair - her wrist hole was small.

Trial 3: She reached step 5 again! At this point she had reached the motor stage. Signs of this were determining how to execute the steps quicker with more efficient hand movements, making less hesitant movements (increase in confidence of steps), and being able to detect mistakes before making them. Quality was fair- her wrist hole was a little small again.

Trial 4: Something went wrong. She only made it to step 4 and then made a mistake with her loops. Not enough practice with the rope is what went wrong - she was borderline verbal-cognitive stage and motor stage. In this trial, she determined what her wrong step was to ensure she didn't make it again on other trials. Quality = poor. Problems: step 5 was incorrect.

Trial 5: Corrected her mistake from trial 4 and completed the knot. Once again, however, her wrist hole was small. By this point though she was definitely in the motor stage. This completion was a lot quicker than the others and there was very little hesitation until step 4 when she made sure she completed the last step correctly. Quality= fairly good.

Trial 6: Reached step 5 and improved speed. I would still consider her being in the motor stage at this point. She was able to critique her performance and felt more comfortable with the steps. There was less dramatic improvement because not much improvement was needed. Quality = good. She corrected the small wrist hole problem.

Trial 7 - 10: Completed all 5 steps beautifully. By trial 7 she reached the autonomous stage because movements were effortless and became more automatic through every trial all the way to trial ten.

Notes for trial 7: No problems. Quality = good.

Trial 8: Perfect. Quality = good.

Trial 9: Beautiful and easy. Quality = good.

Trial 10: Perfect. Has the skill down. Quality = good.

Overall experimenter observations:

-slow start. very slow

-once figured it out - it became faster and more natural

-struggled figuring out which hole to go through at step 3

Participants comments:

"Pictures do not help"

"Written directions were confusing"

"I have rope burn"

PDFE #7

Personal Ability inventory:

5 - multilimb coordination, manual dexterity, finger dexterity, extent flexibility, dynamic flexibility, speed of limb movement, and motor timing.

4 - control precision, arm-hand steadiness, wrist-finger steadiness, trunk strength, gross body equilibrium, balance with visual cues, gross body coordination, movement rate, perceptual timing, and force control

3 - reaction time, rate control, aiming, static strength, dynamic strength, and stamina

2 - response orientation and explosive strength

1 - none

Five skills that I can perform with a relatively high level of proficiency:

1. Tap Dancing

2. Mowing with a zero-gravity mower

3. French braiding

4. One- leg turns in dance

5. Playing piano

Ideal ability profile:

Turning (in dance - different varieties)

1. Balance with visual cues

2. Dynamic flexibility

3. Trunk strength

4. Explosive strength

5. Gross body equilibrium

6. Multilimb coordination

7. Control precision

8. Perceptual timing

Discussion:

A person with nonideal ability profiles can use their own strengths to be able to turn in dance to compensate for not have the ideal ability profile.

If someone has good balance, this helps tremendously with any kind of turn. Balance with visual cues in dance is called "spotting" and allows a dancer to turn multiple times without losing balance or getting dizzy. They spot (or stare at) a place in front of them and even when they are turning, they must keep their head fixed on that spot. This is a skill that can be practiced and improved upon to help someone be a better turner and help them balance as well.

Perceptual timing is required to turn on beat with the music and also synchronize yourself with other dancers so you are making turns at the same time.

If a person has trunk strength they can use this to compensate for other abilities that are not as strong. Doing any kind of turns in dance requires "core" muscles to keep yourself upright on one foot. Trunk strength is especially necessary for a turn called "fouette" where a dancer is turning on one leg and the other leg is extended outward and "swinging" around to keep the dancers momentum going. Here is a video of fouettes to help you understand that there has to be trunk strength to be able to do this: http://www.youtube.com/watch?v=vC1mBBscVHg

Flexibility is required for these kinds of turns as well which can be improved by a regular stretching routine. Many people who are flexible are good at fouette's because they can use their flexibility of legs to pull themselves around in these turns.

Explosive strength is only necessary for a few kinds of turns and is not necessary to be a good turner.

My personal ability profile is adequate enough that I have a good turning ability - though it is a little short of ideal. I have a 4 or 5 in most categories that are ideal for turning. In order to compensate, I have just practiced turning for many years, and over time, many of my abilities have improved. Working out trunk muscles has definitely aided in my stability in turning. Since flexibility is required for many different kinds of turns, I stretch on a regular basis and have increased flexibility to a level 5 which has greatly aided my turning performance. Overall with turning, practice and good technique lead to successful turning and will strengthen your abilities in these categories.

PDFE #6: Summary of Lab 6.1

In lab 6.1, the results of our balancing experiments showed that not all precipitants were good at all exercises. Only a couple times did a participant receive the same ranking twice for different exercises and no one was better at all exercises. The results were that no one had overall better balance than anyone else. We were all average - sometimes people had really good trials, and other times we could barely balance 3 whole seconds.

In the Stork stand, I was the timer and everyone else participated. Nathan had the longest balancing time in seconds for that experiment.

I had the best time for the Diver's stand. I attribute this ability to balance in this position to my 13 years of dance experience.

The heel stand was dominated by Katie, who probably has strong core muscles from playing lacrosse. That was an awkward stance that required not only balance, but a little strategy to center yourself over your heels.

The Sideward leap was my worst exercise. Nathan did the best by far in that exercise - which I attribute to his long legs being able to jump across the tape better. I had to jump farther because I am short, thus it required more balance once I landed.

There was error in the bass stepping-stone for us, because we all crossed 15+ lines...yet 15 is the max number you could reach in 30 seconds. So we all placed first in that one. Or we're disqualified for improper counting of seconds..

Mandi placed first in the book balancing. We were not able to finish all of our trials on that one, however.

Overall, I placed either 1,2, or 3rd in the exercises. Once again, my many years of dance training and core work definitely aided me.

This experiment proved in our small sample that not everyone has an underlying ability that allows them to excel in all sports/movement activities.

PDFE 4/5: Part 2

Interview:

I interviewed Ryan Hipp, who is an assistant athletic trainer here at Berry College.

1.Where did you attend college and what was your major? Did you go to graduate school? If so, where and for what?

I went to Berry for 2 years, but the Kinesiology program was dropped, so I went to Ga.Southern to finish up Undergrad, I have a BS in Kinesiology with a specialization in Athletic Training. I went to Grad school at James Madison University, MS in Kinesiology, specialization in Exercise Physiology.

2. Where are some of the places before berry that you have worked and what did you do?

Chick-fil-a, and doing landscaping for a guy that I knew.

3. What made you want to be an athletic trainer? Was this something you've always wanted to do, or did you ever consider other career opportunities?

I loved anatomy in high school, so I wanted to do something that involved the body. I considered physical and occupational therapy and even med school, not sure I had the study skills at the time for med school. I started working with Ginger, she is still the Head Athletic Trainer at Berry, and just enjoyed doing it, so I never stopped.

4. What are your favorite parts of this job? Least favorite? Hardest parts? Easiest?

My favorite parts are also my least favorite. The schedule changes daily, which is good for someone that gets as bored as I do, but it also makes it difficult to plan for things in the future. Not to mention that an injury may alter the time you get home if you have to go with someone to the ER with an injury. Like every job, there is some paperwork involved that I don't enjoy, but its part of it.

5. Do you have any training related certifications? If so, which ones?

I am an ATC, certified through the BOC which is part of the NATA (governing body of Athletic Training)

6. How are the work hours in this field? (i.e. are they flexible, are they varied, does it affect being at home...)

Varies everyday depending on practice schedules, which in turn are dependent on athlete's class schedules. Its not uncommon to work more than 40 or even 50 hours a week at times, and the weekends are usually full with practices and games. It really can cut into your personal life if you aren't careful.

7. I believe you have mentioned you worked with a football team. If so, what was that like? What is your favorite sport to work with? What is the highest level of athletics you have worked with?

Football is fun, crazy at times trying to keep up with that many players at one time. Whenever I'm asked about my favorite sport I usually respond that I like and hate them all equally for different reasons. Its hard to say that I prefer one over another, they are all different and have somethings that I like and dislike about them. I have worked at a Tae Kwon Do tourney a couple of times, I believe there were a few olympians there. I also worked at the Dew Tour a couple of years ago (similar to the X-Games).

8. What advice or tips would you give to someone who was interested in this field of work?

Love the anatomy of the body and how complicated it is. Have a true respect for how the body works. Plan things for yourself and make time for yourself, its easy to get burned out in this field.

9. If you could chose any place to work, where would it be and why? (a.k.a your dream job)

I would like to teach and do some research. As much as I love being on the field covering events, it is difficult with my family. Teaching would have more set hours.

PDFE 4/5

Reflection/Response:

This slideshow was really helpful as I plan out how to approach my future career. Overall it was really enlightening and made me aware of some ways to make the most successful.

Right now is the best time to be preparing for my future in this field of study, wherever Exercise Science takes me.

It started off with how to start planning to be successful now. Now is the time to be thinking ahead about internships, graduate school, and other experiences that will put me ahead of the competition when looking for a job. The best time to do that is as early as possible!

I liked how it talked about how I should use all my classes in a liberal art school to enhance my skills in many different areas. I think it is really important to be well rounded in the most things that I can. It is important to be able to contribute to many different things in a job field.

I believe that job preparation is not the only thing that a liberal arts education prepares me for. I have always been encouraged to meet new friends, and get involved in campus and community life because it will benefit me as a person in the long run.

As the slideshow exhibits, I believe it is vital to plan out what to be involved in and when, throughout your college experience. College is life preparation as well as job preparation. You shouldn't wear yourself out from over commitment and involvement, but it is important to be involved (volunteer, clubs, internships, sports, etc.) while also retaining a solid GPA. Let's be honest, involvement (experience) in various areas looks really good on a resume. But the caution here is to find a balance between being involved and active in campus and social life, while also being a good student. Many students lose that balance. For me, I think this is the most important part of finding a job after school, doing the best I can in school while also gaining friends, contacts, and the most experience possible.

Since this field of study is very competitive, I want to be able to use my grades, experience, and various involvement to put me ahead of the competition.

Roll Tide PDFE #3

On Saturday September 18th at 3:30 p.m., I watched ESPN on ABC broadcast the University of Alabama vs. Duke college football game.

An example of Reaction Time (RT) is when the center snaps the ball to the quarterback and the minute amount of time it takes before the center and the rest of the offense moves into play (whether that be tackling or sprinting off to receive the thrown ball). The offense has to listen carefully for the center to command "hike" and are not allowed to move before he snaps the ball. Though they can't move prior to the snap, once the ball is snapped, they strive to have a quick reaction time as the ball goes into play. A quick reaction time is important to the guards so that the intended receivers have time to get open and receive the ball. Similar with the receivers, a fast RT will help ensure them to outrun the defense and be open for a pass. Sometimes lag can be beneficial for a tight end or wide receiver in order to fake out the defense, but usually a quick RT is more beneficial. Guards should always practice and perform a quick RT to keep the defense in check.

An example of Hick's Law is shown in college football when a receiver on offense tries to break free for a catch, but has to deal with the defense as well. There is an uncertainty about how well or where the defense is going to cover, and this affects how fast the receiver can react. Another example could also be the uncertainty of when a punt or kick returner catches the ball and has to quickly decide which was he is going down the field as an intimidating defense is bearing quickly down on him. After he catches the ball, there is a delay (though a very short one) before he starts to sprint as he looks up and makes his strategy to gain as many yards as possible. In addition, sometimes before he even starts running the defense is already right in front of him ready to tackle.

An example of Psychological Refractory Period (PRP) in the game is when a running back has to dodge in and around players. As he is strategically making his way towards the endzone, a experienced and athletic player fakes the defense out by spinning around or cutting another direction quickly. The defensive player than has to react when he notices that the running back has quickly changed directions. The defensive player is exhibiting the PRP as there is a delay in the time he is able to react to the runners change in direction.

Inaccurate anticipation occurred when Duke quarterback Sean Renfree threw an interception to Alabama. He inaccurately predicted what was going to happen (spatial anticipation) and over threw the ball right into the hands of an Alabama player. This could also be considered temporal anticipation because he inaccurately predicted when the Duke player was going to be in that area. However, correct temporal anticipation occurred throughout the game when Alabama running back (and Heisman trophy winner!) Mark Ingram accurately anticipated when the defense would attempt to tackle him and was able to dodge their tackles.

Men's and Women's Club Soccer PDFE 2

On Wednesday September 8^th at 6:00 p.m., I visited the Berry men’s and women’s club soccer practice on the intramural fields. The team started with open warm-ups by doing a variety of different exercises: individuals dribbling the ball, taking shots at the goal, passing to each other, jogging laps around the field, and stretching. After the entire group was warmed up, they divided into 3 teams of 8 for shirts vs. skins scrimmages.

All players on the field during the three scrimmages were experienced soccer players, so the games were well played for teams that hadn’t ever played together before. Soccer is a skill sport, where anyone can play, but usually in order to play well you must have had experience.

The one-dimension systems I observed were loco-motor and manipulative. Depending on their position on the field, most players were constantly moving up, down, and side to side on the field, which characterizes the loco-motor system. They were crossing, cutting back and forth, chasing down offenders, sprinting, and slide tackling – all with the primary purpose of traveling toward (or away) from the goal. Soccer is equally manipulative as it is loco-motor. Dribbling, passing, shooting, heading, throwing, kicking, and blocking the ball are all manipulative behaviors. The players worked to have constant control of the ball – to manipulate it where the wanted to go. In addition to moving the ball down the field, the throw in after a ball sailed out of bounds was also manipulation. Stability could also be a third system incorporated in soccer. Though it is not the main goal of the game, it takes balance and careful maneuvering around players to retain balance, while also keeping control of the ball.

While playing soccer, both fine and gross muscle groups were used. The majority of movement was running, which is gross motor skills, because large muscle groups are used and this skill is learned fairly early in life. Fine motor skills became a factor when a player handled the ball and had to use practiced coordination to keep control of it. Sometimes small taps to the ball were made as a player traveled, and other times large kicks were necessary to pass the ball or take a shot at the goal.

The scrimmages exhibited continuous skills, with no definite beginning or end. Most of the movements only required motor skills; however it took some cognitive ability to strategically and successfully get the ball from player to player down the field. I would classify soccer as mostly motor, with some cognitive elements, so on the scale it falls between the two.

In soccer, as in this practice scrimmage, the environment is unpredictable. Players are constantly moving and the situations are very fluid and very changing. They did not incorporate penalty shots into these scrimmages (because there were no referees), which would be an closed environment, one that does not change.

In the two-dimension system, throw ins would have no environment variation, no context variation, the body does not move out of place, but there is object manipulation. Foul shots have no environment variation, no context variation, but there is some body transport and object manipulation. Without a defender, dribbling the ball down the field has environment variation, body transport, and object manipulation, but no context variation. With a defender, there is environment variation, context variation , body transport, and object manipulation.

Ultimate Frisbee Tournament PDFE #1

On August 28th, starting at 2 p.m. the Vikings Intramural Program hosted a one day ultimate Frisbee tournament for Berry students. It was held on the Berry intramural fields, and consisted of 5 co-rec teams each made up of at least 4 men and 3 women, with the option of having extra players on sidelines to rotate into the game. Each game had two 12 minute halves with a 2 minute half time in between. Official ultimate Frisbee rules and regulations were enforced to ensure the safety of the players and plenty of officials were present to monitor the games.

The skills of the participants varied, from obviously inexperienced players, to seasoned veterans of the sport - though all players appeared to be familiar with how the game was to be played. For most of the athletes, this tournament helped to enhance their skills, but I could identify a few players who were still learning the tricks and techniques of handling a disk. In each game, almost all of the players on the field were actively engaged in every drive down the field, though some of the teams had players sitting on the sidelines waiting to exchange out. The players on the field were consistently on the move up and down the field creating space or opportunities to receive or throw the Frisbee.

During the two games that I watched, the teams seemed to be more focused on accuracy then on speed. At the beginning of a drive, the offense would start to move the disk quickly, with short passes, until the defense had run to meet them on the field. Once the defense started coverage of the offense, the offensive side would focus on accurately passing from one team mate to another to prevent a turn-over. Time was often sacrificed in order to be accurate. However, at the end of both games when the score was close, accuracy seemed to decrease as players frantically flicked the disk as fast as they could in order to score.

The fundamental skills used were locomotor and manipulative. The teams primary purpose was to move down the field, so the players were doing a lot of running and cutting back and forth. However, the teams were also manipulating an object (the disk) to get it down the field. They were using fine motor skills - focusing on small muscle movements of the core and arms, and the game involved muscle coordination and hand/eye coordination. This sport involved both cognitive and motor elements. The players were jogging back and forth around the field, yet it took some strategy to get the Frisbee into the end zone.

Biography

Oh hey! I'm Marley and this is my blog for KIN 330! I'm a sophomore exercise science major and just recently became a dance minor. I hail from the great state of Alabama (roll tide!) and love everything active. Dance is my passion and want to one day teach in a studio. Though owning my own studio sounds quite exciting, I have no intentions of doing so. I have been dancing for 13 years now, studying jazz, tap, ballet, pointe, hip-hop and contemporary, and I never want to stop. This sounds corny, but without dance I wouldn't be the person I am today. I want to be able to teach other generations to love dance and to help them reach their fullest potential as a person and dancer. Since teaching in a studio is part time, I have a few other jobs in mind as well. As of right now my career aspirations would be to be a dance therapist/nutritionist. However, this changes from day to day. Some days I want to be an athletic trainer, other days a personal trainer, and other days I have no clue what I am doing with my life. Oh, and other days I want to be an aerobic instructor and get certified in a variety of class types. Zumba! I mean come on, they pay you to work out. It doesn't get much better than that. Either way, I love sport, dance, and teenagers/college students and want to work with all three for the rest of my life. I want to get paid to do what I love.