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.

PDFE 7

Lab 6.2 Name: Lindsay Cope

Instructions and Worksheet
For this lab, you will work individually. Your instructor might want you to share ideas with other students as you proceed through the lab, but you should answer each part based on your own thoughts and experiences. Based on your own experiences, rank yourself from 1 to 5 for each of the following abilities listed (1 indicates low ability; 5 indicates high ability). For definitions and examples, refer to figures 6.3 and 6.4 in your textbook. Circle the number that corresponds to your ranking for each ability in the list.

Personal ability inventory
Multilimb coordination 4
Control precision 3
Response orientation 2
Reaction time 3
Rate control 3
Manual dexterity 4
Finger dexterity 5
Arm–hand steadiness 3
Wrist–finger speed 1
Aiming 3
Explosive strength 4
Static strength 4
Dynamic strength 3
Trunk strength 3
Extent flexibility 5
Dynamic flexibility 5
Gross body equilibrium 4
Balance with visual cues 4
Speed of limb movement 5
Gross body coordination 3
Stamina 2
Movement rate 3
Motor timing 3
Perceptual timing 5
Force control 5


After you have ranked your own abilities, list up to five skills that you think you can
perform at a fairly high level of proficiency (see chapter 1 for proficiency perspective of
skill). These skills can be related to sports or recreational activities (e.g., a free throw or
juggling), to work-related activities (e.g., data entry or opening a bottle of wine), or even
to everyday activities (e.g., flipping a frying egg without breaking the yolk).
List five skills that you can perform with a relatively high level of proficiency:
1. Pirouettes (turns in dance) maintaining a stable and balanced core while turning and standing on one leg with the other secured at your knee
2. Leaps (in dance) moving from one place to another with both legs extended and in the air at the same time
3. Massaging, manipulating someone’s body with the hands to remove knots and tightness
4. Taping an ankle, requires memory, quick movement, and ability to visualize and mark tape correctly
5. Tap Dancing

For one of these skills, create an ideal ability profile by listing 6 to 10 abilities for which
having a high level would be important (see figures 6.3 and 6.4 on pages 169 to 170 of
your textbook).

Ideal Ability Profile
List the skill you selected from five you listed: Pirouettes
List 6 to 10 abilities for which having a high level would be important for this skill:
1. Trunk strength (3)
2. Multilimb coordination (4)
3. Rate control (3)
4. Explosive strength (4)
5. Dynamic flexibility (5)
6. Balance with visual cues (4)
7. Gross body coordination (3)
8. Movement rate (3)
9. Perceptual Timing (5)
10. Force Control (5)

Discussion
Using the skill for which you created the ideal ability profile as an example, discuss at
least two ways in which people with nonideal ability profiles might become successful in
performing this skill (i.e., how can they use their strong abilities and compensate for their
weaker abilities?). Does your personal ability inventory match the ideal ability profile
you created? If not, you might use your own experiences to illustrate how you became
proficient at the skill despite some limited abilities
When doing a pirouette in dance the number one factor is core strength. The trunk strength required holds your body in a firm and taught form so then you can effectively spin and do not fall over. When a person learns how to control their trunk strength they will progress in their turns and the turn will be more fluid. Another ability that is important is explosive strength. To complete a pirouette a person must be in plie’ (knees bent) and use the momentum from springing upward to transfer that energy into spinning. Before a dancer understands where the momentum for this turn comes from they often use their arms as momentum however that will throw you off balance. You need explosive force to be able to shoot up into a posse (standing on one leg with the other attached at the knee) and then induce trunk strength to turn effectively. I had between a 3 and a 5 on all of the skills required to do a pirouette. However I have 3’s on both of the skills (trunk strength and explosive strength) listed above. I learned how to engage both of these abilities after breaking down the biomechanics of a pirouette. When studying a person who could do a perfect pirouette you can see all of the above abilities transfer into the one skill in a very dynamic order. The key to progressing was learning the order and practicing it so it became second nature.

PDFE 6

The lab that we completed Monday in class reviewed general and specific motor ability. No one person did that best at all of the skille however people who have expereince in relatable sports or activites overall did better. I had ballet experience which helped me alot in balancing. Robert has basketball experience so he did well at the cut/hop, and balance excerises. It was interesting to compare this lab to the results of the lab two weeks ago. We had a few of the same people in our groups and those who excelled in the sport specific exercises didnt do as well in the balance related ones and vice versa.

PDFE 4/5

I found the slide show very interesting and it reminded me a lot of an assignment Berry College Student has to complete freshman year called plan forward. I really hated plan forward but found it extremely valuable and continue to see the good ideas it has laid upon my college career. I was able to apply for a campus work opportunity and schedule when I should get my volunteer hours and such for grad school because I took the time my freshman year and planned my college career out. I think seeing this slideshow or being a part of a program that enforces a planning program is extremely helpful to college students.
Secondly I found the resume preparation tips interesting. I have thought about all of them at different times before but I have never put all of these instructions and reminders in one place. The importance of a resume started for me when I was little and dancing, then it extended to college applications, and even further into jobs. I find it interesting as well how a simple format and tell all qualities can carry over so many different careers and views and yet be so effective in many situations.
Lastly I found the excerpts about getting involved and valuing your education some of the most important. I think getting a liberal arts education has not only helped mold me into the person that I am but will also make me more marketable in the sport science field because I do have many experiences and have fostered many qualities that will help me in the work force. Because of this education I value those skills and opportunities more than someone who may not realize what college opportunities are available.
Interview with Brandon Williamson, assistant athletic trainer at Berry College:
1) What is your background in the exercise science/sport medicine profession?

I graduated from North Georgia College and State University with an BS in athletic training and a MEd with an emphasis is physical education. I did a number of clinical rotations and internships with physical therapists, orhtopedic surgeons, athletic trainers, and general medical physicians during the athletic training program. While getting my Master's I worked one year for Dawson County High School and finished the second year working for North Georgia. Ive worked numerous camps and tournaments as well. From high school state wrestling championships to girls 12 and under national tennis championships. Ive attended national conferences and am currently studying for my CSCS certification.

2) What made you want to be involved in the sport medicine field?

I always wanted to work in a field that mixed sports with medicine. My mom was a nurse and the medical field interested me but I also loved the coaching aspect of being around sports. Athletic training is perfect. I orginally started in PT because my high school did not have an athletic trainer, only a PT that would cover our friday night football games. I thought that would be neat so thats why I attended NGCSU. I played baseball there and eventually found that athletic training was actually what I was looking for. I did not want to work with old people and kids. Just athletes. I changed majors and followed my passion for sports medicine.

3) If you could go back to when you began your college education and change one thing what would it be?

I would have focused a little more on studying and less on the college stud athlete life. I would have worked even harder to keep HOPE and used my college scholarships more wisely. I wish I would have known about athletic training earlier so I wouldnt have changed from biology to exercise science and then to AT.

4) What is the most rewarding part of your job?

By far seeing an athlete return to play after suffering an injury and having to do rehab for a long period of time. Its very rewarding to see people return to the sport they love and know that you helped make it possible. Its very rare, but to have an athlete say thank you and genuinely mean it means more than you could ever imagine.

5) When you think about the valuable qualities being an athletic trainer possesses what come to mind first?

Flexibility. If you cant be flexible and go with the flow you will never make it. Schedules change rapidly and frequently and you have to adjust. Time management is also big and sort of goes along with being flexible. It also takes think skin to take the anger and frustration that athletes and coaches can dish out during times of injury.

6) Can you think of one motto, saying, or piece of advice you carry with you through the stressful situations that come hand in hand with your career.

"Livin the dream." Do you know how many people would love to watch sports every day but are stuck being accountants or sitting in cubicles all day? I get summers off as well. Thats the dream! Also you have to "do what you like and like what you do."

7) What was the scariest moment in your career thus far? The most rewarding moment?
The scariest was having a heavyweight wrestler land on his neck and being unconcious. He came to and I had to hold c-spine for 30 minutes until EMS arrived. The most rewarding was developing a tape job that allowed NG's star catcher to return to play without pain after sitting out and not getting better with any other treatment.

PDFE 3

I watched a Braves game on television against the Nationals to complete my PDFE. I observed reaction time when a batter came to the plate, the ball was pitched, and the time it took for the stimulus to leave a batters brain to the time it took for the batter to actually swing and make contact (or in our case not make contact) with the ball. I observed hicks law when there was a runner on base and a pitcher was trying to decide whether to throw to the occupied base or to the batter at home. The pitches tended to take longer because they had more decisions to process before they acted (or initiated a stimulus). When a pitch is thrown in baseball and a runner on second starts to run toward third because they think the hitter will make progress along the bases. This initial reaction to run is a result of reaction time, but when the batter gets a strike instead of a hit the runner has to run back to second before he is thrown or tagged out. This return to base is a psychological refractory period because the brain is convicted to do one thing when the entire stimulus must be turned around and the brain must be told and convinced that it is actually going to do something different. An accurate interpretation of a pitch both spatially and temporally should result in a hit. However, when there are other circumstances involved a hitter often isn’t just focused on two aspects of his response. This inability to correctly interpret the spatial and temporal stimulus results in a strike.

PDFE 2

This week I observed the Clara Bowl Cross Country Invitational. The race hosted about 3,000 runners and was hosted at Berry College on Saturday, September 4. Since this activity was a running race there was obvious locomotor movement in the running athletes. There was manipulative movement when the runners funneled through the chute to get their tags removed and to rehydrate. This manipulative movement came mostly from the picking up of the water cup after their five kilometer race. The athletes had to coordinate their hand to mouth to get a viable use of the object they were attempting to drink from. Lastly stability was executed also after the race when the runners were finishing because their bodies were so fatigued most wanted to fall over. They were warned not to do this to avoid cramping. This constant standing used their muscles as they balanced, stood, stretched, and even breathed continuously after the race.
The runners used their legs (quads, hamstrings, and calfs) for example as part of their gross movement. This was the muscle group that propelled them forward through the three point something mile race. The runners had to use their fine motor skills however when developing strategy, getting nourishment after the race, and getting out of the chute. The task these runners completed was a continuous motor skill. This is because while each strike of the runner has a discrete beginning and end the entire movement as a whole is more fluid. I believe this exercise was completed with some decision making. I say this because the majority of running would be learned motor movement because it requires so much practice muscle get accustomed to the activity. What would have taken some thinking is strategizing and running on a course that you may not know.
I would consider the environmental predictability of this activity to be open. There are so many people running in each race and you never know who or what will be going on around you at any moment. The environment would be predictable however if you knew the course and were comfortable running by yourself at certain points in the race.

PDFE 1

I observed an upper level dance class for an hour. There were six female students from Berry College ranging in year from freshman to junior. The class was dance troupe which engages the students previous dance skills, improves on their techniques, teaches them new styles, and performs for children in the community. The class was held in one of the multipurpose room in the Cage Center. The class takes place every Monday, Wednesday, and Friday from 2-3 PM. I observed on Wednesday August 27, 2010.
The activities were monitored and difficult but with a proper background in dance the materials were safe. The teacher also gave options to the students if they felt too uncomfortable doing a certain stretch or move.
o Are the students/participants actually learning or enhancing movement skills?
The students were enhancing range of motion by heavy stretching, learning new choreography which engaged not only their body but also their mind. Through this class the members were enhancing themselves as dancers by creating a better full body engagement.
The students moved the majority of the time except when they were sitting into their stretches or holding them.
The activities seemed appropriate for those who had dance experience however if they were new to the art it would be difficult to mesh well and perform some of the step, stretches, and dances.
If I taught the activity I would try and go from a beginner level to make sure that everyone was on the same page. I think it would engage the learning of the class more if everyone had similar fundamentals.
The dance students seemed to greatly enjoy the activity other than the pain that it may have inflicted. They laughed and had fun randomly for the whole hour.
The teaching style was very appropriate for females but it would have been interesting to see a male mixed in the group.

Biography

My name is Lindsay Cope and I was born dancing. My parents enrolled me in dance classes when I was two years old and it was my life until I turned eighteen. I did sixteen years of ballet, twelve years of tap, six years of hip hop, ten years of jazz, and four years of contemporary dance. Needless to say the dainty and graceful hobby/career wore on me. With age I started to accumulate multiple injuries and started digressing in my technique because of that. As a dancer technique was my life, I had worked every day for sixteen years on establishing the perfect point and learning how to make my legs look like they were four feet longer than they are.
I finally went to the doctor for all of physical problems that had been accumulating throughout the years. The problems started in my left foot and radiated up never seeming to stop. I had a collapsed arch in my left foot. My arch problem caused a knee problem also in my left leg because I had very little give, thus establishing my compacted knee. The knee led to the hip and the hip to the back and neck. The problems seemed to start with my foot however they never stopped so I was sent to Children’s Healthcare of Atlanta where I went through a couple of years of physical therapy. I was diagnosed with a slightly lordotoc spine which was the origination of all of the physical problems. The doctors said I was not born with a bad back but had acquired it through many years of dancing, most of them at a young age when my body was still developing.
The lord has blessed me with the gift of loving athletes and sport. I feel compassionate about helping them like the many physical therapists who diagnosed and performed rehab on me did. I have had opportunities to shadow and do internships in the field and the more I learn the more passionate I become about the career. This is why my career has been a lifelong goal and continues to pull at my heart.

Welcome

Hello Everyone, I hope that the day is treating you well. Welcome to my motor learning blog. You can find more information on this course (KIN 330) at the following link.