PDFE #7

Personal Abilities Inventory

• Multilimb coordination: 4
• Control precision: 5
• Response orientation:  5
• Reaction time: 5
• Rate control: 4
• Manual dexterity: 5
• Finger dexterity: 4
• Arm-hand steadiness: 4
• Wrist-finger speed: 4
• Aiming: 4

• Explosive strength: 5
• Static strength: 5
• Dynamic strength: 3
• Trunk strength: 5
• Extent flexibility: 4
• Dynamic flexibility: 4
• Gross body equilibrium:4
• Balance with visual cues: 3
• Speed of limb movement: 3
• Gross body coordination: 4
• Stamina: 5

• Movement rate: 4
• Motor timing: 5
• Perceptual timing: 4
• Force control: 3

Five skills I can perform with relatively high level of Proficiency. Proficiency is the advancement in knowledge or skill.
1. Free Throw
2. Jump Shot
3. Lay-up
4. Spiking
5. Bump Pass

It would be important to have a high level ability in:
1. Multilimb coordination
2. Reaction time
3. Trunk Strength
4. Force Control

Discussion
   A person with nonideal ability profiles for shoot a jump shot could focus on other abilities and with practice came become more proficient but most likely not as proficient but not at proficient as a basketball player who has been playing his or her life and built of those abilities that helped them to improve their skill level for a jump shot in basketball. They can use their strong abilities to compensate for their weaker abilities because a jump shot is a complicated skill and involves many motor mechanics and understanding. A person with high could help them with their jump shot because their that much closer to the hoop. Also having the ability to balance helps a jump shooter because if your off balance it makes it that much more difficult to get the ball in the hoop. Or if your good at jumping this make you that much closer to the hoop and so that you can see over the defender which is the point of a jump shot. Then a coach can build off those abilities working with mechanics trying to get the athlete to understand the movements involved in a jump shot. And with practice these mechanics can become an automatic processes; hopefully with good form because once you learn something its hard to break the way you've been practicing. My personal ability inventory matches my ideal ability profile for a jump shot, because when I was going through the check list I mainly associated it with basketball :)

PDFE #6 General Motor Ability

In class on Monday, October 18th, 2010 the class did a lab on General Motor Ability. The fact that a General Motor Ability does not exist; there is no underlying ability that allows a person to excel at all sports and movements. There was six people in my group, including Lindsey, Meredith, Robert, Bethany, Jeff, and myself. The balance tasks we had to complete were the Stork Stand where you balance on one foot and tuck the opposite leg behind the knee supporting our weight. Then the Diver's Stand where you had to close your eyes while on the balls of your feet and arms at a 90 degree angle. Followed by the Sideward Leap; jumping from two marks on the floor alternating legs and balancing on each leg for a matter of two seconds before jumping to the other leg. Afterward, we moved to the Bass Stepping-Stone; having to jump line to line that had a three meter difference in between the five lines then turning around and completing the task both down and back to the starting point. When you turned about you had to turn around on the last foot you jump on. Finally we did the Book Balance Walk; where we had to talk in a straight like heal to toe while balancing a book on our head.  We each completed three trials for the Stork Stand, Diver's Stand, Heel Stand, and Sideward Leap. And only completing one trail for the Bass Stepping-stone and Book-balance walk. The Stork, Diver, and Heel stand were all measured on how long you could balance your body in that stance.  The Side Leap and Stepping Stone were measured by how many times you touched the marked target while balancing. The Book Walk was measure by who could complete the task the fastest. The results in our group definitely proved that General Motor Ability does not exists, because the groups result varied throughout the group Jeff having the best time for the Heel Stance, myself having the best time for the Diver Stance, Robert having the most Bass Stepping Stone and Book balance walk. Lindsey having the best stork stance, Sideward leap, and Bass Stepping stone. I believe Lindsey did the best because she has 16 years of ballet. But she wasn't the best at every task other excelled over her even though they don't have extensive balance practice but in Jeff, Robert, and I; we have used balance in performing well in basketball. We learned to associate that with the balancing task we faced in class. I believe these results are somewhat skewed because we were racing through the tasks to complete them, so we didn't focus on quality (form) and each individuals consistency. But by ranking the groups results it show that not just one person was the best at all the balancing tasks.

PDFE #4/5

PDFE #4  Interview Coach Joe Nestor at Central High School in Spring Hill, Florida:

• Why did you become a P.E teacher?    Because he enjoyed sports and competition and he wanted to be around it. It is something he's done his whole life. And so he knew a lot about P.E and sports so this makes his job less stressful.
• What do you enjoy most about your job?  Honestly having weekends, holidays, and summers off! Also because of the hours because your done at 3 each day. Also because he loves being a mentor to students and a role model. Making a difference in someones life. But a small percent of people this actually happens to. He says the reason is because a lot of the time teachers care, but the students don't care back and don't appreciate it, so the teachers kind of feel that out and help the ones who really want help.
• Would you suggest coaching a team, explain (like why, benfits, ect)?   He would suggest coaching only if the individual enjoys sports. He said that there really aren't any benefits to coaching at the high school level the supplement ranges from 1,400- 3,300 depending on the sport. But he says he coaches because he wants children to stay active in a health way and get involved with high school as much as they can because your only in high school once.
• What is the least favorite part of your job?   The least favorite part of his job is when they overload his classes with more than 60 students. Also when other high schools illegally recruit athletes from your school.
• What techniques do you use to get your students to cooperate during an activity?  Either have a free day on Friday or threaten them if they don't cooperate they will walk the track the whole class period.
• Do you make lesson plans by yourself or with the P.E dept.?  He does lesson plans on his own.
• While coaching high school athletes what is the best way to prepare them for the season?  In his personal opinion the best way is to hold the individual accountable for their action, be disciplined, be in shape, be knowledgeable of the sport, and to play as a team. To make sure everyone on the team understands that it is not about how well the individual does and how but how well the team plays together, as one team. Not every person for themselves. Being able to sacrifice yourself and your personal stats for a team win. And those are usually the most successful teams.  
• Was it hard to to find a job as a P.E teacher?  It wasn't hard for him to find a job, because central hired him right after he was done interning with him. He say he understands that unfortunately it is hard to get a health and physical education teaching job. He goes on to tell me that he learned a long time ago, "It's not about what you know, rather its about who you know."
• What classes helped you more in your career, the education classes about education or the classes about HPE, like health, anatomy, and motor development? He said that not one of those classes helped me in what he does today. Yes it helps you understand more but you don't use it in P.E. The class that helped the most was first aid because it taught him how to wrap ankle, fingers, wrist, ect.

PDFE#5  Reflection/ Response
                  Reflecting on Dr.Eplings Reinhardt College sports Studies I feel more informed about how to achieve success throughout college and to be able to obtain a career in sports. This is a great slide show to help sport's majors to create a resume. Reminding the reader through out the slide show to be more than just one-dimensional, rather to be well rounded. Having a good GPA of 3.25 or higher participate in campus organizations that involve your career interest as much as possible. Such as working with children at the Boys and Girls Club, as I did my freshman year. I also maintained a 3.6 GPA my freshman year, so I feel I'm off to a good start. I even was interning over the summer at the Boys and Girls Club in Tampa as a recreation specialist. As a sophomore I am still on the deans list and I continue to work at the Boys and Girls club. When I transfer to USF I know all the classes I have to take before my junior year and it will tame me this spring and summer of 2011 to complete. Then as a junior, I will start thinking about grad school and hopefully have an internship with my high school. The senior year I will look at grad school options. Just like the P.E teacher I interviewed I understand getting a job in the sports world is difficult. This is because a sports degree does not have one specific target.
        Also to make yourself more marketable demonstrate your skills through the experiences you will have had throughout college. Also it is important to stay on the deans list because employers look for this on resumes since our major isn't as rigorous. Also, have multiple job experience interacting with your career choice. This can be done in your free time because someone who shows they are more of a hard worker, rather than someone who sits around and plays video games will be more appealing to an employer. One of the most important thing you can do in college and after college is make close connections because its not always about what you know but its more about who you know. I've already begun to consider the reality of how my career will impact my life. I understand being in the career of teaching that the salary isn't the best but I look on the bright side of the benefits of vacations time and perks such as insurance. Pay will be low and hours long but at least I will be doing something I love. I plan on living in Florida, since I will have a teachers degree in Florida, but I will move to where there are P.E and coaching jobs and take that state test to be able to teach in a different state. I realize everything I do know will impact my future in a sports related career.  

Who: Berry College Volleyball Athletes
What: Berry College Volleyball Tournament
Where: Berry College Cage Center
When: Saturday 11:00am - 7:00pm


Reaction Time (RT): An example of reaction time among Berry volleyball players during this tournament is when a player goes back to serve the ball. The stimuli that signals the player to serve the ball is when the referee blows his or her whistle and makes a hand movement to signify to the player that they are now allowed to serve the ball to the opposing team. From the period the referee blows the whistle and the server starts her serve or jump serve is the reaction time. During this time the server is deciding where to serve the ball or the coach is telling the player where to serve the ball. Then that player determines how hard they are going to hit the ball and in what direction.

Hick's Law: An example of Hick's Law in a volleyball game is when a player goes up to hit the ball. The player has different response choices based on how the opposing team is set up on the other side of the net. If there is a blocker or two blockers in front of the hitter the hitter has the choice of hitting around the block, hitting through the block if there is a gap between the two blockers, tipping the ball over the blockers, or hitting the ball where there is no blocker present but there is a back row specialist that may or may not be in position. All of these choices have to be processed while in flight and the reaction time is based on what options you see available to you to score a point for your team. The longer it takes a player to see certain openings the more delayed ones reaction time is and the more likely a player is to hit the ball into the net. But with practice volleyball players learn to read the defense much more quickly.

Psychological Refractory Period (PRP): An example of PRP in volleyball is when a player sees the ball is being set to them. Their first reaction is to jump towards the ball and the net. So upward and forward. The second RT stimulus is longer than the first RT because the second RT is then when the player begins to swing her arm forward to make contact with the ball that was set by the setter most of the time. this action doesn't happen till the player has reached the high of her jump.

Anticipation: When Berry did not posses the ball they were predicting how and when the ball would be played out on the opposing teams side. This would be considered temporal anticipation. If the first pass was an accurate pass to the setter then Berry would expect the setter to set one of the outside hitters, but if the first pass was a wild out of control pass and went far off the court and another player had gotten to the ball and placed it back on the court, Berry would yell free ball because bumping the ball over the net would be the smartest way to get the ball over the net because that is when you have the most control over the ball. Some inaccurate spatial anticipation I noticed among the defensive sides was when they thought the hitter on the offensive side was going to hit the ball with full force but instead the hitter decided to just barely tip the ball over the net. This leaves the back row players on the defensive side diving to make a touch on the ball after reading the hitter wrong. This increases the reaction time for the defensive player because they have to recorrect the decision they made to go in one direction and now they start moving in the direction of the unanticipated stimuli. Some girls on Berry's team had shorter reaction times because of their athletic ability to change direction more quickly and process the mistake they had made and make a quick movement to fix it before it is to late to make a touch on the ball.

PDFE #2

Context of Setting

Who: Second Graders
What: Elementary Physical Education Class
Where: Cloverleaf Elementary School
When: Wednesday at 11:55 - 12:55
Schedule for the Second Grade class

1. Warm-ups (led by two students): push-ups, jumping jacks,crunches, windmills, and toe touches.
2. Bean bag toss: high underhand toss catch with two hands, catch with one hand, catch the bag over your head, and catch the bag at your shoelaces.
3. Bean bag competition throwing to targets.
4. Robot tag
5. Robot tag while carrying the bean bag on your head 

Observational Points One-Dimension System

Fundamental Movements: The fundamental Locomotor skills I observed at Cloverleaf Elementary School was when the children were running around playing Robot tag or when they had to run to open space on the court. They practice traveling around the court running and walking when they had to pick up bean bags the previous team had thrown at the targets. Also walking as straight as possible to balance the bean bag on their head. The only manipulation of an object the second graders manipulated were bean bags that they were practicing throwing to each other and at targets. Some stability fundamental movements observed was when the children were stretching doing toe touches because they were trying to keep their balance while stretching there legs. Also, when they were doing there push-ups or crunches they were working on controlling their arms in push-up and the core (midsection) when doing crunches. Also, walking tall controlling their body movement so they can balance a bean bag on their heads. The students used a lot of Gross muscles to complete their physical activity because these muscles are large groups or the body as a whole that students learn at an early age to use. Such as using their legs to run during Robot tag or using their whole body to do jumping jacks, because they learn how to use the huge muscles of their arms and legs at the same time at an early age. Some Fine muscle groups they used were catching the bean bag a certain way, either over their head or at their feet. These are uses of fine muscle because they have to concentrate  on where to catch it and where to throw the bean bag. This takes a lot of hand and eye coordination. Discrete tasks the kids did were moving from standing to sitting and sitting to stand. This is determined as discrete skill because this is an action that is brief and has beginning and end. The throwing and catching the children were also a discrete skill they where developing, because not all of them could throw perfectly or catch the bean bag every time. The serial movements the second graders were learning was jumping jack because this discrete skills put together in a continuous action. They are still learning how to do jumping jacks because many of them have not mastered how to move their arms in one direction and their feet in another direction at the same. The most cognitive skills being performed was the children deciding where they planned on throwing the bean bags to a selected target. Also, saying the alphabet as they tossed and caught the bean bag can be considered as decision making at its maximum because these students are still learning the alphabet and how to catch a moving object. Decision making was less apparent when they were running playing tag because they tagged who was ever the closest to them. Some decision and motor control the student where doing was catching and throwing the bean bags because they had to think about how to throw it where to throw it and how to catch it and where to catch it. The environment was closed when the students where stretching and throwing the bean bag at the targets because the environment was predictable and they had time to plan there movements. Robot tag and walking around with a bean bag was in an open environment because children where running everywhere and you seen many people passing by you or getting tagged or who were tagging you. The students had to adapt to kids who had been tagged became stationary.

PDFE #1

Context of Setting:
Who: Boys ranging from age six to age eleven.
What: Jr. Pee Wee Jamboree football scrimmages.
Where: Boys and Girls Club of Northwest Rome, GA.
When: Saturday eight o'clock to one in the afternoon.

Observations:
First I observed the six and seven year old boys playing football on field one.
The activities going on at the Jamboree were safe. The fields were marked off with rope and poles at least five feet from the out of bounds lines. All the side line markers were made out of foam and the field goals posts were covered with padding. The six and seven year old's game was mainly about learning the basics in football, like how to set up before the ball is hiked and where to run when it is hiked. They were practicing their discrete skills of achieving that quick step when the ball is hiked and stopping when the ball is down. At this age these boys are already enhancing their cognitive skills, regarding on the decisions they make on what to do. The coaches were also on the field a lot helping the kids get set for the hike of the ball instructing then in what to do. The six and seven year olds were enhancing their movement skills of muscle memory of how to get down and low so when the ball is hiked they are in a position to tackle the opposing team.This Jamberooray was meant to be a practice for the players in a real game situation. To enhance their capabilities to produce game situation motor skills, while, also, to play in an open skill environment where there are now people watching the athletes play. Unlike at practice where it just is the coach and his or her team. All the players were engaged in the activity because for one it's a recreational setting and everyone on the team is required the same amount of playing time. Each scrimmage consisted of two eight minute quarters of offense and two eight minute quarters of defense, so this even shows that this Jamboree is all about the coaches working with their teams to enhance their athlete's motor learning by observing the athletes motor performance. The activities were developmentally appropriate for the children because they were competing within their own age groups. If I was coaching one of these teams of the ages six and seven I would have made sure each kid was ready for the hike of the ball before the center hiked the ball. So each individual athlete understood what the best position they had to be in to make a tackle, this would have enhanced there motor performance because they would be learning by repetition and correction. Also, in the roles of the Jamboree I would have allowed time-outs to give the coaches time to explain certain aspects of the game to their team. The athletes definitely enjoyed the activity because they were there on their own time. I don't think they would have been there at eight in the morning if they didn't want to be there and enjoyed playing football. What was really interesting was after watching the six and seven year olds; was then observing the ten and eleven year olds. The ten and eleven year olds were noticeably further long in the cognitive skills, but were still in the process of learning more about the basics of football. They still just ran the ball. Because they first have to learn the motor skills that come more natural to them, the skills they don't have to think about when doing a certain task, because they were taught, just like the younger boys, through trial, error and repetition. This age group also had more of a skilled warm up, in they practiced hitting and routes. This shows that the ten and eleven year olds are further long in their motor learning skills and there for perform their motor skills without less hesitation and questioning what they are doing.

Introductory Message

http://www.edline.net/pages/HCSB_CHS  My High School Website. Get to know about where I came from.