PDFE 13

Observation
Briefly describe the activity you observed: I observed a Berry College Mens Basketball Practice, coached by Coach Jeff Harlow.
List the feedback examples you observed:
- 3 point shots
- Free throw practice
- Layups
- Running
- Coaches attitude
- Passing
- Blocking
- Jump shots
- Rebounds

Categorization
For each of the types of feedback listed, describe two of your observations that are examples of
the type indicated. If you did not observe an example of one of the following categories, indicate
that and create a realistic example yourself.
Intrinsic (e.g., shooter sees the ball go through the hoop after making a shot):
1. Shooter makes a 3 point shot
2. Shooter makes multiple free throws without missing
Extrinsic (e.g., coach says, “Good job,” after instruction regarding free-throw technique):
1. Coach says “good form” on a made shot
2. Team runs and can observe their times on the scoreboard
KR (e.g., athlete uses her wristwatch to record her times during sprinting drills):
1. A player sees the ball go in the hoop after a layup
2. A player beats the rest of his team down the court
KP:
1. The score after a basketball game
2. The coaches attitude after a basketball game
Descriptive:
1. A bad pass was made, coach says “the pass should have been made earlier, this would have lead to a layup”
2. A player makes a wrong cut in a play, coach takes player aside and explains “by waiting momentarily before a player cuts he would be more open”
Prescriptive:
1. On a jump shot a players elbow was out too wide coach instructs the player to pull their elbow in
2. During a rebound a player was just standing there and the coach instructed them to be strong and make themselves bigger so that they would not be pushed out of the way
Lab 10.2 Name:
Discussion
For each of the following functions of extrinsic feedback, provide one example from your
observations and discuss how it served the function. If you did not observe any examples that fit
a function, indicate that and create a realistic example yourself.
Motivation: A coach can motivate a team by putting the running at the end of practice so they feel like the quicker they run the quicker they can leave practice.
Reinforcement: A coach repeatedly says to focus on the goal during a free throw exercise.
Information: The coach reminds the player to look around for other players to pass to, to remind the player to pass the ball instead of trying to make a bad shot.
Dependence: A player can clap or make a noise to indicate a play or to show that they are open.

PDFE 14

Part Practice methods alow for a person to break down the skill to the smallest part and build on those pieces. While entire practice method is good when trying to manage a skill. The part practice method howeverwould lead to a better performance of the task.
Each Partner was assigned a practice method. I practiced the whole task method and Meredith practiced the partial practice method. Meredith broke the juggleing down into multiple small sessions to better master each movement of the skill. I repeadedly practice what I understood as the skill.
Evaluating Merediths performance against mine Meredith scored highed when we both competed at the end. I would say that learning each smaller motion and practicing from there workd better than full continuous practicing. These results matched what I had read in the book.
I believe if you did not know the skill well then without breaking it down you would be practicing an inperfected skill.

PDFE 12

Extrinsic Feedback is classified by learning information from a source about a performance. KR, meaning Knowledge of Results refers to how a person did in a performance almost like a score. KR offers little explanation or useful feedback, however it does give the performer a general idea of good or bad. KP, knowledge of Performance however gives a performer more information on an activity. Coaches and therapist tend to use this technique to help mold an activity so that the motor learning and or performance are developed to a more quality level.
The Feedback lab was bases on a piece of paper with two lines on it. These lines acted as target points for the participants to touch their pen to. Unlike previous labs in motor learning you were blindfolded for this one so you had to rely on muscle memory and perceptual interpretation along with the feedback of your partner to be successful. One Partner was required to complete the activity 35 times while blindfolded and the other partner was to give them result feedback after the first 30 turns. The second partner did the same exercise except they were not told the result every turn, but only when they asked for it. In our case the blindfolded partner who did not receive feedback each time (partner 2), asked for feedback 24 of the 30 turns.
Based on our results providing KR only when requested proved more beneficial than constantly proving a response. When you are open to information and really want to know you hold it more and contain it better. The average for the consistent KR partner was -15.6 versus the conditional KP partner which was 1.2. Our results for this experiment did match the chapter readings. The book states that KR is effective in a lab setting however KP is more effective in the real world. The lab also states that “recent research suggest that learners benefit more from feedback that is provided only when it is requested.” This indicates that research complies with the ideas that we have expressed through our lab.
Other factors that could have influenced the lab may be someone who didn’t care, someone with other things on their mind, or even if someone had a rough day.

PDFE 11

I observed Berry College’s Survey of Dance class on November 11, 2010. The class was taught by Dr. Jeanne Schul in the Cage Center and it is a 50 minute 3 day a week college level class. I assessed the class on activity which I classified as actively learning, considering the class was a dance class. When the participants were practicing or performing I rated it as activity. I also assessed the class on instruction (teaching), management (partner, dance, or formation changes), and waiting time.
Activity: 65%
Instruction: 19%
Management: 12.5%
Waiting: 3.5%
The activity level of the class could be considered kind of low however when the students were learning and the teacher was instructing many of the students took this as an opportunity to practice. I however marked the fifteen second increments with an I for instruction if the teacher was teaching over the class practicing on their own as activity. Watching the class to me was extremely effective compared to the numbers. Seeing the numbers surprised me because I could see the students not only practicing skills that they had learned previously but also working on new skills.

PDFE 10

Constant Skills Practice is when a participant practices one skill or one movement of a skill repeatedly without practicing any other skill or portion of a skill in between. Varied skill practice however is when the constant practice is altered by a variable. This variable could be distance, velocity, order, or any other factor that may affect the skill in play. Constant practice is better when you are trying to master a single skill however varied practice is more productive in a game or competition setting because it mimics the constant changing that will be happening.
For the lab two people got together and one was assigned to the constant group, the other to the skill group. The partner in the constant group threw a beanbag repeatedly at a target and was graded on where the bean bag landed. Each time the constant partner threw it was from 5 meters. The other partner, the varied partner, however switched meter lines each time the prepped to throw. This created two experimental groups in which you could observe varied and constant practice schemes.
I believe varied skill practice gives you a more well rounded idea of a skill and develops the play of that skill more fully. Constant skill building however gives a person time to master a specific skill in a specific setting; an example of this would be darts. The results of my partner and I were very comparable even though we were in different experimental groups. I was able to be a little more constant at my throws while my partner was able to hit the target from multiple different distances as well and hold a point scale through each change in distance.
The results of this experiment could have been influenced by fatigue, focus, position, or injury. Each person will have different traits that could influence their performance in this specific situation.

PDFE 9

PDFE 9
I was enrolled in the Loganville school system all of my life. Loganville is a small town located in Walton County Georgia. I had physical education about three days a week for about an hour each day. We were taught by a coach or a PE teacher which were the same thing to me at that point in my life. This teacher led a class of about twenty-five or thirty in a large gym that held two or three classes at a time. We also had an outdoor track, basketball courts, playground, and football/soccer fields which could be broken up to play kickball, baseball, and softball. We learned the basics of sport and movement. I loved PE, it was one of my favorite subjects and it helped me develop relationships and skills.
The system set up in Georgia seemed to be adhered to in my lower grades physical education. I really wish that physical education was an integral part of a child’s everyday education however. It seems like we are setting the next generations up for unhealthy lives by not devoting time to their health as our teachers and parents did to ours. It is hard to say that a child will get adequate motor learning and physical activity at home so they should be helped and pushed at school to work harder and become a well rounded person. Forty minutes two times a week does not seem long enough to me considering the governmental suggestions to all people. I would like to see a program in schools that was present daily not only to produce children with the knowledge on how to be fit but to also relieve stress and calm them down. PE is an outlet for many children and helps them develop not only physical wellness and motor skills but also social skills and stress management skills. Having a physical education class daily would enhance a child’s effectiveness immense amounts. I would also like to see pe required throughout school. I believe that a physical education option of some sort ( basketball, weight training, football) should be required throughout your upper level schooling to maintain this form of creative and stress relief.
I was taught more along the skill theme at younger ages but as I progressed with age teachers turned more toward the traditional theme. I felt this was appropriate for me as a small child because I still had fun, however I was learning basics to many tasks that progressed with me as I got older. It is a lot more applicable for an older child to adhere to the traditional theme and it is understood by them once that have the cognitive and motor capacity to do so. Both approaches are well liked and used but I believe age should be the key determinant in when each program should be applied.

PDFE 8

Discussion
How did your performance progress in terms of the stages of learning described in
chapter 7? Did your experience match what would be expected based on the information
presented in the textbook? As you progressed, what where the biggest challenges you
faced and how did you go about meeting them? What happened to your performance (in
terms of the stages of learning) when you tried to tie the knot upside down?
My partner caught onto the bowline knot very quickly and took nowhere near forty trials. My partner (Meredith) did progress in terms of the three stages of learning. Positive talk was observed along with focus on more effective movement and she was even able to progress so far as to tie the knot with her eyes closed. Our experience did match what we would expect. The knot was new to me so I figured it would have taken me longer to learn it however I went second in the group so I was able to study Meredith’s movements and steps which really helped me break down the basics of the knot. The largest challenges we faced as a team were the first two times going through the knot, learning how to tie it upside down, and making sure the hole in the knot was large enough for our hands. To fix these problems we had, we studied the diagrams recorded in the lab instructions and then practiced tying the knot. When we attempted to tie the knot upside down we had to start the stages of learning over from the beginning. This was difficult however it progressed more quickly than the first time because we had previous knowledge of how to tie the knot and the stages.