PDFE #14

In class on Monday November 15, we were told to get a partner and do the task laid before us. One of us was to practice juggling using part practice segmentation while the other was just supposed to start juggling. The person who did the part practice got to evaluate each part of juggling and could gradually master each step toward juggling before they reached the final result. However for the person who just had to start juggling, it was much more difficult. I was the person who was just trying to see how many times I could juggle, and considering how I had never juggled before, it was not very pretty. I gradually appeared to get better at it toward the end. However, Marley, who did the segmentation practice, did much better than me on the retention test. It was predicted that the person practicing each step would do better in the end because they had a better grasp on each individual task that is required in juggling. Yet, these results do not always occur this way. Sometimes segmentation is not the best way of practice like when one skill is dependent on the other, such as juggling. Nonetheless in our experiment segmentation was the best practice. This could have been persuaded also by different factors. One factor that could have slurred the results is that she went first in the lab and had plenty of time whereas I had to hurry because we were pushed for time. This could have had a very large impact on my results and therefore messed up the desired or expected results.

PDFE #11

For PDFE #11 we were required to observe a formal physical activity setting such as a class or a practice. I observed the Berry College Cheerleaders practice. The practice consisted of things such as running, learning new things, practicing stunts, and reviewing the practice and discussing the next one. I only observed from the time they learned new dances to the time practice was over. This consisted of sixty minutes which consisted of two hundred and forty 15 second intervals. Of the time I was observing one of the cheerleaders, she was waiting for 8% of the practice, Management was 18%, she received instruction for 32%, and was active for 42% of the time. Most of the time that she was waiting, she was either waiting for instruction or waiting for the other cheerleaders to finish whatever it was they were doing. The management time was merely rolling out and putting away the mats. Both of these percentages could have been less with more preparation and planning. The cheerleader I observed wasted a good bit of time waiting to hear what to do rather than the captains already having it planned out. The mats could have been rolled out a few minutes before practice so that they do not waste valuable practice time. By decreasing both of these percentages, the percentage for activity should increase while instruction could probably stay the same or maybe even increase a little 

Meeting #5

Date: November 18, 2010
Start Time: 8:30
Agenda:
    - Old Business: Discussed each one of our in depth sections
    - New Business: Add more to powerpoint
Next Meeting:
    - Monday November 22 10:30-11:15
End Time: 9:30
  

Meeting #4

Date: November 13, 2010
Start Time: 1:30
Agenda:
    - Old Business:Went through and discussed what we found in the articles and books
    - New Business: Started powerpoint and summary
Next Meeting:
    - Go into signed sections in more in depth
    - Thursday November 18 8:30
End Time: 2:45

PDFE #12

There are two types of extrinsic feedback: Knowledge of results (KR) or Knowldege of performance (KP). Knowledge of results is when the teacher or observer tells the learner or the one performing the action something about what they did. They are usually repetitive in the sense that the observer reminds the person performing of what they did and how to improve it. But it is usually just a reminder of what the performer did during the task. Knowledge of performance, also known as kinematic feedback, when the teacher or instructor is being more critical and telling them what they did wrong rather than just reminding the performer on their actions during the activity.

During our activity in Monday night’s class, we were required to be blind folded but yet make a mark on a line on a piece of paper. We had partners who could tell us how far off we were or if we were right on. However, one partner had knowledge of results feedback while the other could only have knowledge of results when they requested it. I received knowledge of results consistently from my partner as I performed this lab. After every trial she would give me a little criticism but usually tell me how my marks were looking. She was acknowledging me on my results every time. She however was only allowed to receive results when she asked for them. I only told her how she did when she asked. But when she did ask I critiqued how off she was or told her if she was right on. I told her how far off or how close she was when she asked. But I rarely applauded her for getting right on because I was not allowed to tell her how close she was. We each did three sections of ten trials. When she went, she only requested knowledge of her results a max of 3 times during each section. Then during the retention test, I was not allowed to give her any feedback. The same went for me as I did the retention test. Note that the point of this lab was to practice making marks on a line while either receiving or not receiving knowledge of results. Then we were to do the final retention test without receiving any information about the results. The results, according to the book, should have been that my partner, who only received information when she requested it, should have done better because she was basically coaching herself. Where as I, who had criticism the whole practice, should not have done as well. Our results were a little off according to the book because I actually did better on the final retention test. However this could have been persuaded by many factors. She could have misunderstood some of my criticism therefore doing poorly during the practice thus resulting poorly in the final test. Or I could have been able to retain memory of where the line is better than she did. There are quite a few things that could have thrown off the results. However, we know that in a perfect setting that she should have actually done better than me during the final test. 

PDFE #10

In class on Monday, we did an activity in which allowed us to see varied practice compared to constant practice. We got into pairs and were each given a packet of instructions to follow. The objective of this activity was to practice throwing a bean bag into a hoola hoop a certain number of times and to see what is the highest score we could obtain. In this packet, the instructions said that one of us was to perform constant practice, the practice or activity that did not change, while the other performed varied practice, the activity was altered throughout the practice. This meant that one of us was to stand at the 5 ft. marking and throw the bean bag in the hoop. While the other partner throws the bean-bag from the 4 ft., 5 ft., and 6 ft., marking. We each did a number of rounds in throwing the bean-bag into the hoop before doing the final five throws for the retention test. During the practice, I did the varied practice while Marley did the constant practice. The results from the practice should have been higher for me than for her because I could get closer to the hoop and therefore had more chances of getting easier points by putting the bean-bag in the hoop. However, the final results after the retention test should have been that she maintained better muscle memory than I because she practiced from the same spot that the retention test took place from. Whereas I moved around from 4, to 5, to 6 and then had my test at only the 5 ft. marking. But our results did not quite match these. In our results we were about equal during the practice rounds. And after the same retention tests, I actually did better than she. But there were many different factors that could have influenced these results. During her practice and final test, we were talking more and she probably had less focus. But when I went, we were not talking as much and I believe I might have had a less resting period because we were rushing to finish. So therefore it was not really a final test after practice, it was merely five more throws after the many others I had already finished. So we did not achieve the estimated results that were anticipated to occur but we were influenced by many factors that might have had something to do with these skewed results. 

PDFE #9

My past P.E. classes were undoubtedly fun but they were not the P.E. class that they should have been. From what I can remember, in the majority of them we just played games. In some we were actually learning about different types of sports and their rules and such. It was good in that I was learning about sports I had never played or understood. It was wrong in that all we were doing was learning about the sport and then playing it. Obviously the classes got slightly more intense in learning about health as we got older. But we really only learned health in the classroom and not in an active setting. My P.E. classes did their jobs by getting the students active but they lacked in the educational part of it.

            I personally feel that the P.E. requirements are very reasonable and are on the right path. Students should take P.E. serious just as they would for any other class. Although they should take it seriously, there should be that slight fun aspect of it as well. If it being active is not fun, students are not going to want to participate in it. Also, from personal experience, school systems need to work it out so that P.E. is not the first class in the morning. At a middle school age, this had a negative affect on that some students who wanted to look nice for the rest of the day, did not want to participate.

             It is important for students to learn to like getting physically active at this age. At this certain age level how they feel about certain things in life or their attitude toward things begins to develop. Also at this age they are not as conscious about other things such as how they look or how cool are they acting. After these stages their lifestyle tends to change so it is important to nail them in their younger years.

            The two types of approaches of getting students active are similar yet different. They are similar in that they are both getting students active in some form or fashion. However one tends to be more productive in some environments and is a better approach. Skill theme is more focused on getting the students actively moving and how to do it in an educational sense. These are things like skill games and activites, certain practices and activities, and improving skills. The traditional approach is usually just sports and games and is focused on the basic winning concept. Traditional tends to make some students feel secluded or left out. While skill theme is getting everyone active and performing certain skills.

PDFE #8

There are three basic stages of learning; the verbal-cognitive stage, the motor stage, and the autonomous stage. In lab 7.1, we discuss the stages of learning by practicing a new skill. We were required to learn how to tie a bowline knot and meet certain criteria while doing so. We also had someone observing us and rating how well we performed during each trial. From looking at the comments made by my partner, I went through each stage of learning.  The verbal-cognitive stage is the stage in which the person performing the task is still unfamiliar with the task that is at hand and are working their way to figuring it out. This was very true for me. I struggled at the beginning of activity because I did not understand how to make the knot. Eventually I had to have someone come over and show me how to actually make the knot. The second stage, the motor stage, is the stage when the person performing the task is trying to figure out how exactly to go about performing the task. They understand the task that is at hand they are just trying to figure it out and make sense of it. I went through this stage as well. After the teacher showed me how to form the knot, it took me a while to actually make the knot on my own, much less make it perfect. That led to the third stage, the autonomous stage. The autonomous stage is when the person can perform the task with little or no attention or skill. After trying to make the knot over and over, I eventually got the hang of it and could practically make it with my eyes closed. The biggest challenges I faced were understanding how to make the knot and then actually making the knot. However, once I learned how to make it and understood it, I could make it repeatedly.

PDFE #7

Personal Ability Inventory

Multilimb Coordination – 4

Control precision – 3

Response orientation- 5

Reaction time- 3

Rate control – 2

Manual dexterity – 3

Finger dexterity – 5

Arm-hand steadiness – 4

Wrist-finger speed – 4

Aiming – 2

Explosive strength – 4

Static strength – 3

Dynamic strength – 3

Trunk strength – 3

Extent flexibility – 4

Dynamic flexibility – 4

Gross body equilibrium – 3

Balance with visual cues – 5

Speed of limb movement – 4

Gross body coordination – 4

Stamina – 4

Movement rate – 4

Motor timing – 5

Perceptual timing – 3

Force control – 5

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

1.     Shooting a Lay-up

2.     Doing a toe touch jump

3.     Playing guitar

4.     Communicating or interpreting through sign language

5.     Texting

Ideal Ability Profile

Doing a toe touch cheerleading jump

1.     explosive strength

2.     extent flexibility

3.     speed of limb movement

4.     dynamic flexibility

5.     gross body coordination

6.     motor timing

Discussion:

            The skill I created an ideal ability profile was doing a toe touch jump. In cheerleading there is a certain jump called a toe touch. During this jump, there are many different things a person must focus on as well as strive to accomplish. A person with a non-ideal ability profile could strive to becoming successful in this skill by doing numerous exercises everyday to increase the accuracy of the jump. By stretching everyday and doing leg circles, this increases their flexibility which will help their jump.  Also by repeatedly practicing the jump, they can increase the gross body coordination, the speed of limb movement, and the motor timing. Of course as they do the jump repeatedly, they should have someone there to critic and correct the movements every time. After doing this for a number of weeks there will be improvement in their toe touch.

            I became proficient at this skill by someone pushing me to get better. Before I was not very flexible, I could not jump very high or I did not have much explosive strength, nor did I have good gross body coordination. However, my coach required me to do a number of stretches that increased my flexibility every day. They also would require me to do numerous toe touches back to back. They would continuously critic me, which in the long run truly improved my jump. It also increased my stamina by doing jumps over and over in the air. Yet I still feel that there are areas in which I most definitely need to improve. But as they say, there is always room for improvement. 

PDFE #6

In last night's class we did a lab in which we got into groups and we performed different balancing tasks. Each tasks was timed for each individual member. There were six different timed tasks that each member was required to perform. They consisited of the stork stand, the diver’s stand, the heel stand, the sideward leap, the bass stepping-stone, and the book-balancing walk. Once we, as a group, had finished the tasks we ranked everyone to see if anyone got number 1 or first in all of the assignments. However, we learned that while there were some who were consistently in the top, no one was able to be first in all six tasks. We figured out that most of the people that were consistently good at these balancing skills, have had some sort of background in which balance was required. For example, I am a cheerleader or more specifically a flyer therefore I am required to have excellent balance skills. Yet there were still task that were abnormal for me and so I only performed well in some of the tasks. Then there were other people who had excellent posture so they could balance the book better or they participated in sports that required lots of focus. They did better in balancing as well. There were also other people who have not been active in balance requiring activities therefore they did not rank as well as those that had. The point being that even though there are people who are exceptionally well at balancing, no one is good at every single activity. 

PDFE #4- Interview

For PDFE #4 I interviewed Kirsten McFarland who is a social studies teacher at a private high school. She also coaches varsity football cheerleading and competition cheerleading.

Question: What was your major when you graduated from college?

Answer: Social Science Education with an emphasis in history

Question: Did you attend graduate school?

Answer: No

Question: How did you get interested in coaching?

Answer: Once I realized that I wanted to teach, I knew that as a former cheerleader, coaching would be make me a more “marketable” job candidate. I cheered from 4^th grade until I graduated high school, both spirit squads and competition, and loved the sport.

Question: Did you do interning of any kind before?

Answer: As a high school cheerleader I was responsible for coaching a rec league squad (2^nd graders, I think!), but I did not do any formal coaching internship prior to my first year of coaching. I did complete my student teaching with a high school cheerleading coach, but she wasn’t a very good example of what a coach should be J

Question: If you don’t mind me asking, what was your GPA?

Answer: At college graduation I believe it was a 3.6

Question: Do you have other skills that you feel you could pursue a different job in?

Answer: Yes! By working with students, teachers and parents on a daily basis I think I have great people skills, which could be applicable in any career field. I try to always be very organized and dedicated to my tasks. Sometimes I feel like I would make a good manager in some sort of company since I essentially manage students all day long!

Question: What kind of requirements did you have to meet in order to coach?

Anwer: I needed some sort of background in cheerleading, but my job didn’t initially require any formal training – probably a very dangerous thing since cheerleading is so dangerous. Once I was officially a coach, I did participate in several coaching clinics.

Question: What kind of requirements did you have to meet in order to teach?

Answer: Hold a valid degree from an accredited college/university, & possess a valid teaching certificate as proof that I passed a variety of tests given by the state of Georgia

Question: Do you think you will always teach/coach high school?

Answer: I have no idea! I love what I’m doing now, but if a different opportunity came along I might consider it!

Question: If you were to give me advice on pursuing coaching or teaching, what would it be?

Answer:

- Coaching: Be organized and dedicated! Cheerleaders are rarely recognized for their efforts (especially squads that just cheer football/basketball) so you have to believe in what you do. Stay organized so you don’t loose your mind J and since safety is always an issue, take as many classes/coaching clinics as possible so you know what you’re doing.

- Teaching: You have to love what you do because it is very time consuming and takes a great deal of dedication. Always keep in mind why chose to become a teacher (the big picture) so the little day-to-day stuff doesn’t get in the way or bog you down.

PDFE #5

The slide show “Becoming Invaluable” is a very good source for students trying to predict and understand the path they are taking by pursuing a major. The slide show gives all kind of helpful tips to help students prepare themselves for the future. It starts by saying that students should prepare for their career as a freshman. Obviously, as a freshman things are always likely to change, but it is a good idea to at least begin preparing for what they hope to pursue. They still need to prepare for things that could occur after college, such as interning or going to graduate school. These are all steps that as a freshman, a student should at least consider. One slide also tells students to not stick strictly to their major’s classes because they need those required classes but students should develop multiple skills. These skills allow students to see, not only the skills required for their majors, but to be prepared to branch out in case the job opening that they wish to have is not open. Or it could be that the student may have the job that they hoped but one of these other skills may be needed in their place of work on a random day. Being well-rounded is not only good for someone’s job, but it is good for life in general.

Students should ask themselves the five year question, “Where do you see yourself in five years?”. By asking this question every year that one is in college, it puts lots of goals and objectives in perspective. This question also allows students to create goals and objectives. The slide show gives helpful suggestions for each year at college. It also reminds students that there are reality checks that they should remember. Students should remember that there are many jobs in different fields of work but it can be very competitive. The slide show also gives helpful advice to students on what their future employers are going to expect and want to see.

There are many things that a student needs to take into consideration when considering a job in the future. They should plan on what type of requirements will need to be met for a certain job. A student should strategically plan on if the job requires them to move to different places, the location of the job, and the salary. Students should also acquire and look for good resources to rely on. All of these items and steps are crucial for planning and looking at job that a student could be doing for the rest of their life. They start in freshman year and they carry out for a person’s entire life. These steps help students get on the path toward success.

Collaborative Project Plan

Group Members:

-       Kara and Marley

~Project Topic~

Title of the topic:

-       The effects of dance on the body

Description of the topic:

-       We will be discussing the positive and negative effects that dance has on the body

Guiding questions we will attempt to answer:

-       What are the short-term effects?

-       What are the long-term effects?

-       How is dance good for your health?

-       How is dance bad for your health?

-       How do you prevent injury?

-       How long should you take to recover or What do certain injuries require for recovery time?

~Plan of Action~

What resources will you need and/or use for the project?

-       Dance Teacher Magazine

-       Journal of Dance Medicine and Science

-       Other dance journals

-       Various books on dance injury

What methods will you use to gather information?

-       Online research

-       Library research

What tasks will each group member carry out before our next class session?

-       Kara will put collaborative project plan on Blog

-       Marley will read through books on dance injury

-       Both group members will read through printed off articles

Presentation and paper considerations:

-       Who will design the slide show? Both members together

-       Who will write the project summary? Both members will evenly contribute

-       What role will each group member play in the presentation of the material? Both members will alternate subjects throughout the presentation.

Meeting #3

Date: 9/19/10
Start Time: 5:30
Site: Library
Agenda: Research Articles and Topic
    - Old Business: Review Topic Decision
    - New Business: Find Articles pertaining to Topic; Articles help narrow down the topic
    - Next Meeting: TBD
Adjournment: 6:30

PDFE #3- Movement Preparation

I observed the University of Georgia versus the University of Arkansas football game. The game took place on Saturday September 18 in Athens, GA. Although I was sad to watch Georgia lose, this game was a good example to demonstrate and show “movement preparation” of sports participants. In football, after the team scores a field goal, they kick off to their opponent while their opponent catches the ball and tries to run it as far down as they can. However sometimes the opponents choose to kneel at their spot and start from that point on the field. Regardless, when the kicking team kicks the ball, the time right after the player kicks the ball is the reaction team for the receiving team. They must immediately react to the kick and respond in a certain defense to guard the receiver or running back. In football, the players, especially on defense, should have a very quick reaction time once the ball is snapped. However, sometimes when the offense repeatedly mixes up their line-up and plays, the defense must adjust to their line-up to go with the offense so they can block the ball from moving anywhere. This means that the defense must continually readjust their defensive stances and set-ups. This can cause the players to have slower reactions more frequently. This follows Hick’s law in that the defense tends to have more frequent slower reactions to the adjustments of the offense, which can end in a touchdown or a first down. An example of Psychological Refractory Period or PRP in this game would definitely be when the quarter back, Aaron Murray would fake a pass but then really run the ball. The defenders trying to take him down would be in the PRP because they are expect him to run this way but then he fakes and runs the opposite direction. This is also an example of inaccurate anticipation on the defenders part because he anticipates and expects the quarterback to go one way but he really goes the other. An accurate guess or prediction would be when the defender predicts exactly where the quarterback or offender is going to go and that offender actually goes that way. The defender then can make an accurate tackle because he anticipated the corrected move. I would have probably been able to tell more examples of movement preparation if I was actually at the game. But next time I am in Sanford Stadium, I will notice all of these reactions and movements from the players.

Meeting #2

Date: 9/15/10
Start Time: 3:50
Site: Cage, Room 206
Members Present: Marley & Kara
Agenda:
    - Old Business: Approved and reviewed last meeting minutes
    - New Business: Finalize Topic & Research
    - Next Meeting: Sunday 19 @ 3, Library
Adjournment: 4:30

Meeting #1

Date: 9/13/10
Start Time: 6:57
Site: Cage, Room 206
Members: Marley & Kara
Agenda:
    - New Business: Discuss Topic ( The effects dancing has on the body)
    - Next Meeting: Wednesday @ 4, Cage Room 206
Adjournment: 8:20?

PDFE #2- Volleyball Observation

                This afternoon I observed the Berry College Girls’ Volleyball team play against LaGrange College. The teams played two sets on each side of the court against one another. Volleyball is a pretty basic sport when coming to the concept and basic skills required for this sport.

            The fundamental movement skills in volleyball are manipulative. Whereas usually in sports there are some means of locomotor movements; volleyball actually does not require running around as much. However the players are required to jump up and dive after the ball. But the main movement skills are manipulative. The main goal is to manipulate the ball back onto the other side of the court.

            There were simple gross motor skills required such as standing and walking. But the main muscle group used was fine motor skills. The players had excellent hand/eye coordination and were required to jump high, dive, and move around at a lower level. They had to be crouched and low to the floor to be ready for the return of the ball.

            The types of task were rather discrete because the motions were brief and short. While they motions sometimes were repeated a few moments after one another, they still had a definite beginning and end.

            Volleyball definitely has a motor emphasis. In this sport u are required to always be alert and aware of wear the ball currently is and anticipating where it is fixing to go. Volleyball is most definitely environmentally unpredictable. Even though a player knows which way they would like for the ball to go, there is never a definite way of knowing.

            When the receiving team, the one waiting for the serve, is focused on which way the serve is going to go and ready to respond, there is no environment variation or context variation because the environment is not changing nor are the players moving as they await the serve. Their bodies are stationary and for them there is no object manipulation yet. When the players return the ball with a bump or a slight hit, there is no environment variation but there is context variation. There is context variation because once or while they are hitting the ball, their teammates or opponents must react and respond to be ready for the return. Also their body is stationary in this process as they manipulate the ball in the direction that they want it to go. One of the technicalities of volleyball is they are required to switch sides after two sets. When they are in the process of changing they are transporting their bodies but there is not object manipulation, environment variation, or context variation. This is a basic procedure in volleyball. And lastly in when a player spikes the ball; they are transporting their bodies up through the air as well as manipulating the ball in the direction they wish it to go. The environment around them does not change, however the context does because the opposing players are trying to adjust to block the spike. 

PDFE #1

I observed the Varsity Cheerleading tryout clinic. It consisted of the contestants trying out and learning all the new material for the try out day. The cheerleaders’ actions were usually moving there was no object to manipulate because the cheerleaders were merely moving their bodies rather than an object. It was located in the Ford Gymnasium on Wednesday, September 1, 2010. The environment was not moving and not changing because it was inside. Yet, as the evening went on the cheerleaders got hotter and sweated more than they did when they started. The activities consisted of learning a cheer, a chant, and a dance, along with doing jumps and stretching. The activities were safe, I would say, because the cheerleaders were merely doing motions. However, during jumps, it would be very easy to land on or roll your ankle. This injury did not occur but it could be possible. The cheerleaders were learning movements to dance as well as with learning a cheer. They were being corrected with the motions they were making and had to learn motions that their bodies were not used to doing. These movements were enhancing their dance skills as well as with flexibility. The activities are developmentally appropriate because the cheerleaders will be required to repeat all of these motions again later on at the actual try out session as well as during the games. The motions also teach technique, sharpness, and correctness which can be helpful in other sports or activities.


If I was teaching or leading the clinic I would be more precise and make sure the cheerleaders or participants hit every motion accurately. I would also split them up and allow them to work in small groups together on the dance and cheer, that way they learn the requirements as well as bond together as a team. The participants appear to be enjoying the activity. They are working hard and get frustrated when they mess up, but for the most part they are having a good time. If they were not having a good time they probably would not participate in the activity. The cheerleaders’ motions, when they first learned the dance and cheer, seemed almost as if they were in the early stage of motion, because all of their motions were jerky and choppy. However, as the practice went on they got better and their motions were flowing better.

Bio

hey hey hey! Im Kara Lyn Hardy and I am a freshmen. My life has many interesting stories to although it has really only just begun. For starters my father is a pastor and therefore i have literally moved houses or homes about 10 times. So I really do not have like a hometown. However, if I had to pick from any of the places i have been as a hometown, I would pick Livingston, Zambia. I lived there for a month this summer and would give anything to be there now. I have also done many different sports through out my life so far. I have played softball, basketball, tennis, track, volleyball, and competition cheerleading. I really loved volleyball but my new school in high school did not have it. Yet the two sports that truly stuck with me all through high school were basketball and cheerleading. I am extremely passionate about both. I debated going out for the Berry basketball team but decided even though i love it does not mean I am good at it.But I actually got into Exercise Science because one of my good friends is and she really talked it up and made it sound super awesome! And all of may life I really have never quite figured out what I truly felt called to do. So I thought, why not! Plus I would love to own my own cheerleading gym or simply just coach a cheer squad. Or if it is in the path for the future, I could even coach basketball. I love sports though and hope to have some kind of career involved with sports. I want kids to have as much fun as I did with sports through out school. I also love working with kids! That is all I did in Africa and I loved it! So I am thinking that there are so many different doors that might be open for me I am just waiting for God to show me the right one.

Welcome to Kara's first blog ever!!