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.