PDFE #13

Observation:
I went to my high school over break and watched my old coach have a basketball practice after a close loss to our rival school the other day. So I knew this practice was going to be intense because from watching the game the other day they made a lot of mistakes that cost them the game.

Examples Observed:

• watched last nights game tape
• coach pointed out mistakes the players made hoping they will correct them in future games
• told players what their best option was on the court 
• pointed out good defense
• this is the beginning of their season so coach is still trying to break in the new players
• she had the players where goggles so she can tell if they are looking down when they dribble.
• coach Gressick split up the post and guards and had the guards work on their form and the post work on their post moves.
• One girl didn't understand the up and under post move so coach had me teacher her step by step how to do the up and under move since I was her center for 4 years. 
• while the girls were doing their freethrows coach went over and helped Ashley fix her shout by telling her what to do that she needed to bring her elbow in and to follow through after she releases.
• During the the horse drill one girl kept releasing late on her jump shot shot so coach told her and she started making correction not getting it right at first becasue she released to early but she eventually got it.

Categorization

Intrinsic:
     1. The shooter seeing the ball going through the hoop.
     2. When the player feels as if the shot is going to be out they yell "it's out" because they know how the ball felt when the ball left their hands.

Extrinsic:
    1. Coach complemented the girls on last nights game because it was a close game.
     2. Coach encouraged on og her players to finish the mikon drill because she was getting frustrated and couldn't make 10 in a row.

KR:
   1. Seeing the ball go threw the hoop.
    2. Doing a break-away drill and the offensive player being able to make a lay-up with one-on-one pressure on them.

KP:
    1. Coach told one of the girls that she would have saw the open player if she had her head up.
     2. Coach also needed to help one girl to know how to do a left handed lay-up because the girl kept putting up the wrong leg with her left hand. Coach would show and tell her repeatedly every time she went back to her old ways.

Descriptive:
    1. This is when coach was telling one of her players on how to fix her freethrow, that she had to bring in her elbow.
    2. Coach told the point guard the next time she came down the court she should fake hard to the right and drive to the left. This was to get the point guard to go to the left more than just always sticking to her dominate hand.

Prescriptive:
   1. Every time a girl on offense kept getting passed one of the defenders and coach told the defender to be on her toes rather than her heels and the offensive player wouldn't get around her.
   2. Coach then show a girl how to do an effective pump fake so she could drive to the hoop.

Discussion

Motivation:
       She motivates her players in games during before and after talking about future games. In practice it is more criticizing than motivation but when she see's someone struggling she motivates them until they finish or get the movement correct.

Reinforcement:
     Some negative reinforcement is when the girls have to make 10 freethrows in a row as a team and if one player misses a shoot the whole team has to run down and back the length of the court.

Information:
      She gives a lot of information feedback some was visual with a video and fixing mechanics in shots, dribbling, and defense.

Dependence:
    Playing for Coach Gressick before she doesn't give you constant good feed back so you don't have any dependence. She treats all her players the same.

PDFE #14

Part practice is a way of teach a complex skill in parts to make the learning process less complicated. Where I see part practice most commonly used is in practicing how to shoot a jump shoot or any skill that is a serial skill; which is multiple actions put together sequentially.There are 3 types of part practice fractionization, segmentation, and simplification. An example of factionization in volleyball is just doing a volleyball approach and not focusing on arm movement. Segmentation practice is what we did in our lab with increasing the complexity by adding steps and combining them all together. And simplification is when learning is simplified for that age such as t-ball instead of regular baseball with a pitcher. Whole practice is less efficient because the learner becomes overwhelmed and does not learn proper technique they become more concerned about the outcome of the task. In Melissa and my lab, we determined that she was learning more and trying to teach me how to do the whole practice juggling. She concentrated on having a local focus and having her hands at waist level, while I just kept getting frustrated because I wasn't getting the desired outcome and could not continually juggle. As Melissa went through the tasks she got better at the previous task and continued to increase the complexity of the skill. As Melissa went through the skills she got better but as I went through each block my skill remained constant at a beginners level. Part practice definitely worked the best because she kept making progress and at the end achieved the desired outcome. The results did match what I expected because part practice is how i learned the fundamentals in volleyball and basketball, with out good technique you can't get the desired outcome you want. Other factors that could have influenced our lab are hand and eye coordination and the environment how well people perform under pressure and how well they can focus.

PDFE #12

KR is the Knowledge of Results that provides information about the outcome of an action each time an action is complete whether that action is correct or incorrect the participant receives feedback. Constant feedback is not always good because a person can develop a dependency on the feedback as a learner. This makes it harder for this learner to perform effectively outside of a practice setting. KP is the Knowledge of Performance that provides information about the process. This always the participant to self-evaluate themselves and will learn to rely on sensory consequences and when they do receive feedback they will have learned how a correct performance feels and use this feeling in the future. With the lab KR was proven correct because when my partner did his practices and had feedback each time when i told him how far away from the target he was he was able to make adjustments even though he could not see. But when he did the retention test and he had no knowledge of results he did much worse than he did in his practice tests. But when I did my practice test and only got a KR every 5 trials I did much better on my Retention Test getting an Average of 8.4mm while my partner had and average of 18.8mm on his retention test. Other factors that could affect these results is where your partner would start your pencil off and ones interpenetration if millimeters while being blind folded. This met my expectation because it is proven that it is best to have a varied practice and practice in different environment because it prepares you for real game situations.

PDFE # 11 Stages of learning

I went to the cage on Friday at elven and observed a Badminton class taught by Lorenzo Canalis. This college level course consisted of 12 students. The percentages I calculated were 28x15seconds/750= 56% Activity, 10x15seconds/ 750= 20% Instruction, 12x15seconds/750= 24% Management, and 0% waiting because of how the class size is set up by the registrar. There is no waiting because the students play in pairs and there are three courts with four players on each court, so there is no need for any players to be waiting on any other players or teams. I believe these percentages are appropriate for a beginners badminton class. Because at the college level it does not take as much time to give instructions because the students catch on more quickly. Also there is a good percentage of management  moving to other courts to play different teams and getting equipment. This is appropriate because this is a college course and the teacher isn't expected to have things laid out for  the class, we are adults and educated and can provide for ourselves when pointed in the right direction. Each game was played for five minutes and the teacher told them that but the class responded as adults and played the game out to the last second. The games were played like a King Queen tournament the losers moving in one direction and the winners in the other and at the end of class who ever won last on the winners court was the winner. The teacher could have started his best team the farthest away from the winners court but instead the teams just got to scatter to pick a court. I believe this is a perfect class for a beginner because at the beginning of the class the teacher goes over specific skills and then they get to use those skills in random practice after they practice one motion over and over.

PDFE #10 Constant and Varied Practice Lab

In Lab 9.2 I believe Jeff and I got the a different outcome on who should have done better. On the Retention Test I has a sum of 5 being the constant participant and Jeff got a sum of 7 for the Retention test and he was the varied participant. I believe this happened because Jeff got the feel for how to throw at different length and when he just had to throw at the 5 meters distance he was more successful because he learned different forces to throw at and focused more on the 5 meters each chance he threw. For me staying at the 5 meters the whole time got old and I am use to varied practices I feel like I focused less because I kept repeating the same thing and Jeff focused more because he had to because he had to make changes to he toss every time. When in a constant practice you do the same thing over and over again losing focus and with a varied practice you are practicing one task over and over again but with different environmental effects, so a person will be more focused due to the changes in the environment. The blocked practice I did, did exactly what it was suppose to do; it made for a good practice but when in a pressured environment my tosses didn't turn out like my practices. As with Jeff and his random practices I believe he was at a higher level because he learned more even if it was only muscle memory on how hard to throw the bean bag. I fully believe that Random practice is the best way to learn any type of skill once the student has the motor skill down and understands the process and is ready to practice at a higher level so they are ready to face different environments they will be faced with in game situations. Random practice is mainly seen in any type of scrimmage situation because like in volleyball as a team of 6 players on the court you don't know who the opposing team is going to serve the ball to first and your team mate with the first touch could make a perfect pass or shank and as a hitter this determines whether you'll get to hit or if you setter will even set you if she can make a play on the ball. If the setter does set you off a poorly passed ball the set might not be like a normal set because of the bad pass. So as a hitter you have to make adjustments and the only way you learn this is by being in this situation and learning to hit poorly set balls. Because in practice your coach isn't going to ask your setter to set poorly because she wants the setter to have an effective practice to. I best associate  Varied Practice in basketball with a jump shot, because a jump shot can be used when there is someone around you or even if their is an open shot.  So the players practice the same movements but if they never practiced with someone guarding them then they may never make a jump shot in a game with pressure on them. The player learns they have to jump higher than when they shoot a jump shot and no one is on them, but to see over the defender they will jump higher.

PDFE#9 Importance of early grades physical education

I always remember being part of a Physical Education class K-12th grade. In elementary my coaches name was Coach Mockford, and the health teachers name was Coach Withington; the only reason I remember their names are because when I went to high school Coach Mockford was an assistant principle and Coaching Withington was a health teacher at Central High but she did not have the health degree to teach at the high school level but they hired her anyways and would send letters home with the children to tell them that she wasn't all the way qualified for the job. In elementary school I remember always being outside because I lived in Florida and elementary school have no gym. What was my favorite in elementary school was the rainbow para-shoot because it was the coolest thing but it was also teaching us teamwork and that we had to work together to accomplish our goal. At the Boys and Girls Club I bought the para-shoot out one day and the kids didn't even know what it was but they grew to love it as much as I did. I also remember running a lot and we would run around the bus loop and get timed to see if we were increasing our times. I remember beating all the boys in elementary school I received an award at the end of elementary school as the best P.E student. I also remember playing a lot of dodge ball and some basketball. Our classes usually just was the class we spent the whole day with. Every nine weeks we would have a fun day out on the basketball courts and compete against all the classes in our grades; we would many have water relays. Seeing the Georgia recommendations for Physical Education they are not adequate because in Middle school there are no physical education requirements. This is terrible because at the middle school ages that is a huge time of development and some students need the activity to avoid obesity. Also at the elementary level 60 hours of Physical Education is not enough because this is a critical learning period and restricting P.E classes to 60 hours the students may not be able to learn all the motor skills they need to achieve the development level they should be at physically. So besides the 60 hours the student receives in elementary school that student only have to take one more class that is only a half a semester their whole K-12 career. Physical Education at the Elementary level is very important because it helps the child develop physically and learn the basics of motor skills which they will need if they ever want to play a sport when they get older. It is also a critical period where the child decides if they enjoy physical activity so it is critical not to punish the child with physical activity. Traditional approaches in Physical Education are not effective because the child is not learning anything besides the rules their really not learn the skills to perform the activity. If they wanted the history and rules they could have taken a class on the history and rules of sports. In physical education it is important to make sure the kids are active and learning the correct motor skills. The focus shouldn't be on winning it should be on having fun and learning the correct skills because in the long wrong it will make you a more skillful person and a winner. Anyone can teach a traditional Physical Education class it takes a skilled Physical Education teacher to teach a skilled theme education class. It also keeps all the students moving and there is more practice and activity throughout the class because everyone is learning and no one is embarrassed to participate because no one is calling them out everyone is doing the same activity and it is not necessarily competition.  I could see why a school would want to take out a Physical Education that does not have quality but it is our job as Physical Education teachers to put quality in the class room and we are a class that is just as important as academic class because it helps student in their day to day life and helps them overall to be physically, emotionally, and mentally healthy.

PDFE #8 Stages of Learning

In this Lab I learned the verbal and motor stages of learning a simple skill. There are various stages that a learner will progress through and they are verbal-cognitive, motor stage, and autonomous stage. At first Robert didn't know how to do make a bowline knot because he had only seen it done once. The first four trials Robert tried to make the knot by himself and he wasn't quite understanding the whole process. For these trials he was at the verbal cognitive stage because he understood the general idea, and he was trying to make the knot step by step with the direction and visual aid on the hand-out. As he continued to do the trials he was deciding what was and wasn't working. The way he did this is he had to remember the last technique he used and what part he had to change to reach his goal. As the observer at first he look rushed and frustrated because he had never tied a knot like this before. So he relied heavily on the instructions and talked to himself for guidance. On trails 5 and 6 Robert was trying to organize more effective ways to make the knot and he did this by receiving feedback to whether if the knot came out properly and the knot wasn't sliding; so he used closed-loop movements. He also used closed skills because he was just focusing on what he was doing and if he was making the right movements. His movements looked less rushed but became quicker and he wasn't talking to himself anymore for guidance. But he still was not correcting errors without feedback. After the sixth trial I tried to give him directions on how to complete the steps, but it was more clear to Robert when you helped him because you had the skill of tying a bowline knot. After Robert was instructed correctly trials 7-10 his skill was at the autonomous stage. His movements looked effortless and he could carry on a conversation at the same time. I wasn't seeing anymore improvements he just kept trying to make the knot loop larger or smaller. What I learned about the participant is that he probably learns best by being visual taught and being able to complete the task side by side, with someone who knows how to complete the task then it becomes muscle and imagery memory in the brain.