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.
Sunday, October 31, 2010
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.
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.
Sunday, October 24, 2010
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.
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.
Tuesday, October 19, 2010
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.
Sunday, October 3, 2010
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.
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.
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