The assignment that we conducted allowed us to gain experience in recognizing, identifying, and evaluating the effectiveness of feedback used by coaches, therapists, etc. The activity setting that I chose to analyze was a volleyball class taught by Mr. Hightower. The class consisted of around twelve college students, ranging from well skilled to low developed skills.
When categorizing the types of feedback listed I was able to place a situation in the class into each of the categories. Intrinsic feedback examples were when a student served the volleyball and waited to see where the ball landed on the other side of the net. Another example was when a student sets the ball to the person on the right side and they wait to see if the set was accurate enough for a solid spike.
Examples of extrinsic would be when the coach explained to a person serving the ball that they must reach their arm further back when serving in order to create more of a spin on the ball. Another example would be the coach saying "nice" bump after a person bumped the ball to a person who then scored a point.
Examples of KR was when a person observed that the ball was served roughly three feet out of bounds on the right side. Another would be that after the ball is bumped the instructor says bend your knees more and hit the ball squarely with both forearms. Examples of KP was when after a person served the ball in bounds, the instructor stated that the person had their hand flat and the ball hit the finger tips not the heel of the hand. Hitting the heel of the hand makes the serve more effective. Another example is after a person set the ball, the instructor said not to junp when setting but only to bend elbows to a ninety degree angle.
Examples of Descriptive was when the instructor explains to a student that they swung too early after throwing up the volleyball for a serve. Another was when the instructor told the student that they did not turn their body to face the person to the left side when they were setting the ball to that person.
Examples of prescriptive was when a person set the ball incorrectly during a group practice drill. The instructor explained to the person that they must place their arms into a ninety degree angle and bend the elbows, and touch the ball with the fingers not with the palm of the hand. Another example was when a person spiked the ball into the net and Mr. Hightower said that next time take two steps, long strides and set both feet, then jump before the ball is spiked to correct the form.
Discussion: Motivation-A particular girl in the class was struggling with the overhand serve much more than the others in the class. The instructor kept encouraging her, saying that she was improving and had done a good job. The teacher used personal examples and took the girl aside from the class to work on the serve more. The instructor gave one on one advice to the student and provided her with much positive feedback that motivated her.
Reinforcement- One very athletic student in the class spiked the ball very, very hard and scored a point, then the teacher shouted great job to the student. As stated in the book, this type of reinforcement increases the likelihood that this excellent spike will happen again.
Information- Since this class focused a lot on spiking, the students were in two lines spiking from both sides. The foot work was very important for this task. A person was only taking one step then jumping to spike the ball, and the instructor explains that they should take two large leaps then jump up. And when landing it was like squashing two bugs then jumping up to spike.
Dependence-No example-A realistic example would be when a person serves in tennis and they begin to rely on the coach to give them feedback after each serve and in a performance situation they depend on this feedback in order to perform adequately.
Overall, this was an informative lab which gave us an increased knowledge of feedback systems and categorization which will be helpful for those pursuing careers in physical therapy or coaching. These careers use feedback constantly in order to have positive results.
Sunday, November 28, 2010
Sunday, November 21, 2010
PDFE # 14
This lab assignment was conducted in order for us to understand the differences, benefits, and drawbacks of part practice and whole practice. Part practice is the practice of a complex skill in a more simplifed form, and with this form there are three parts: fractionization, segmentation, and simplification. Whole practice is when a task is practiced as one entire form. In the lab that we performed we learned to juggle; one person used the part practice method and the other used the whole practice method. I took part in the part practice method, while Caitlin did the whole practice. The part practice person began by taking one ball and throwing it into the other. The second part was holding one ball in each hand and throwing the ball in the right hand in an arc towards the left hand and when it reaches its peak you throw the ball in the left hand. You then catch the two balls. The third part was holding two balls in your right hand and one in your left, we threw the first ball in the right hand, then the left hand, and finally the last ball in the right hand. During this step we do not catch any of the balls. The final step we complete the step before, but we catch the balls this time.
In our lab test, My retention average was 2.14, and I performed the part practice, while Caitlin's retention average was 1.71 and she performed the whole practice. In our test the part practice worked better than the whole practice. This information shows that part practice works in some areas, but it is not always the correct form of practice. The lab reading shows us that part practice is not always effective becasue when one part of the skill is highly dependent on another part that comes before it there can be problems. It also is not always effective for rapid, discrete actions. But, the information given in the reading did not match our results because we had a higher retention average for the part practice.
Other factors that could have influenced the results could be that one person could have better hand eye coordination, could have developed the skill of juggling more than the other, or one person could have developed more catching/throwing skills at an earlier age. Overall, the lab we performed was very helpful with allowing us to understand both part practice and whole practice. We understand now which tasks can be learned easier with part practice and which work best with whole practice.
In our lab test, My retention average was 2.14, and I performed the part practice, while Caitlin's retention average was 1.71 and she performed the whole practice. In our test the part practice worked better than the whole practice. This information shows that part practice works in some areas, but it is not always the correct form of practice. The lab reading shows us that part practice is not always effective becasue when one part of the skill is highly dependent on another part that comes before it there can be problems. It also is not always effective for rapid, discrete actions. But, the information given in the reading did not match our results because we had a higher retention average for the part practice.
Other factors that could have influenced the results could be that one person could have better hand eye coordination, could have developed the skill of juggling more than the other, or one person could have developed more catching/throwing skills at an earlier age. Overall, the lab we performed was very helpful with allowing us to understand both part practice and whole practice. We understand now which tasks can be learned easier with part practice and which work best with whole practice.
PDFE # 11
The formal activity setting that I chose to observe was a 1st and 2nd grade dance class taught at the Trion Recreation Department by Mrs. Kathy Hampton. There were seven girls in the class. The class that I observed was full of activity. The instructor gave instruction while moving and there were no gaps between times of activity. The beginning of the class was consumed with a minute of setting up, and during this time the girls waited. There was only about a fifteen second time when the instructor moved mirrors in the room, and other than that the class was completely full of activity. This is probably because the class was fairly short and the girls would be easily bored if the class had a lot of waiting time.
When calculating the percentages in each category, we counted each box as fifteen seconds and then we counted up the number of letters (A,M,I,W) and multiplied them by fifteen. The activity during the class took up seventy six percent of the class time. While, management consumed only .5%, instruction only 15.5%, and waiting took up 7.1% of the class.
The dance class was greatly composed of activity and this was very appropriate for the situation because the class was taught by an excellent dance teacher who never stopped the class completely for instruction. In this setting it was appropriate because it was a very informal, fun class where the girls enjoyed dancing and playing. The way that Mrs. Hampton taught was that she would end one dance move and go directly into the other without stopping and would show the girls visually how to do the move while giving verbal instructions at the same time. There were really no improvements that could have been made to improve the percentages because the majority of the time was spent doing the activity. It was almost hard to write down in the boxes whether the time was activity or instruction because many of those were both. I feel that this is very appropriate and fit perfectly with the setting.
When calculating the percentages in each category, we counted each box as fifteen seconds and then we counted up the number of letters (A,M,I,W) and multiplied them by fifteen. The activity during the class took up seventy six percent of the class time. While, management consumed only .5%, instruction only 15.5%, and waiting took up 7.1% of the class.
The dance class was greatly composed of activity and this was very appropriate for the situation because the class was taught by an excellent dance teacher who never stopped the class completely for instruction. In this setting it was appropriate because it was a very informal, fun class where the girls enjoyed dancing and playing. The way that Mrs. Hampton taught was that she would end one dance move and go directly into the other without stopping and would show the girls visually how to do the move while giving verbal instructions at the same time. There were really no improvements that could have been made to improve the percentages because the majority of the time was spent doing the activity. It was almost hard to write down in the boxes whether the time was activity or instruction because many of those were both. I feel that this is very appropriate and fit perfectly with the setting.
Group Meeting
Name of Group: Kin330 Rehabilitation Group
Date: Nov. 15, 2010
MInute Recorder: Bethani Spraggins
Both members were present
Meeting Site: classroom
Site of next meeting: Library on Tuesday, Nov. 16 at 6:00
Agenda Itens: Finish the powerpoint
Introduction: We decided when we would neet next, and we discussed what we accomplished during the previous meeting.
Old Business: We met on Nov.2 and worked on the powerpoint
New Business: Finish the powerpoint and the summary
Other: Enter the data from an interview with a physical therapist located on Mandi's blog into the powerpoint.
Date: Nov. 15, 2010
MInute Recorder: Bethani Spraggins
Both members were present
Meeting Site: classroom
Site of next meeting: Library on Tuesday, Nov. 16 at 6:00
Agenda Itens: Finish the powerpoint
Introduction: We decided when we would neet next, and we discussed what we accomplished during the previous meeting.
Old Business: We met on Nov.2 and worked on the powerpoint
New Business: Finish the powerpoint and the summary
Other: Enter the data from an interview with a physical therapist located on Mandi's blog into the powerpoint.
Wednesday, November 10, 2010
PDFE # 12
There are two different types of feedback, knowledge of results (KR) and knowledge of performance (KP). Knowledge of results refers to "extrinsic information that tells learners something about the success of their actions with respect to the intended environmental goal" (286). An example of this would be providing a person with feedback on their performance after the action has taken place, such as after kicking a soccer ball explaining what the person did wrong or could do better. Knowledge of performance is information given to a person that provides information about the quality of the movement. An example of this would be whether a dance move was smooth and what the person could do to improve it.
During the lab performed in class on November eighth we used a pencil, ruler, blindfold, calculator, masking tape, and test sheet. We were paired with a partner and taped the test sheet to the desk in front of us. One partner performeda test with 100% KR and the other with requested KR. Each person was blindfolded and asked to mark from one line to the other with a pencil, teh 100% KR person was given feedback after every try, while the other received feedback only when requested. During our lab KR was requested fourteen times out of thirty trials. Caitlin performed the 100% KR part, and I did the requested KR section. During the constant feedback trial, the retention test showed that she had a 1mm average, while the requested KR had a 0.33mm average. In our test the requested KR showed to be more effective.
Our results matched the results given in the text and lab handout. These stated that requested feedback was proven more effective, because it allows for the person to process what actions they are making. This type of feedback could work the best because the information given could reinforce correct behavior, as stated in the lab handout. Other factors that may have influenced this could be that one person has better hand eye coordination, one person could have practiced while the constant feedback person was performing, or there could have been an error in measuring. Overall, the lab was very fun to perform and provided us with valuable information that gave us a clear understanding of "knowledge of results".
During the lab performed in class on November eighth we used a pencil, ruler, blindfold, calculator, masking tape, and test sheet. We were paired with a partner and taped the test sheet to the desk in front of us. One partner performeda test with 100% KR and the other with requested KR. Each person was blindfolded and asked to mark from one line to the other with a pencil, teh 100% KR person was given feedback after every try, while the other received feedback only when requested. During our lab KR was requested fourteen times out of thirty trials. Caitlin performed the 100% KR part, and I did the requested KR section. During the constant feedback trial, the retention test showed that she had a 1mm average, while the requested KR had a 0.33mm average. In our test the requested KR showed to be more effective.
Our results matched the results given in the text and lab handout. These stated that requested feedback was proven more effective, because it allows for the person to process what actions they are making. This type of feedback could work the best because the information given could reinforce correct behavior, as stated in the lab handout. Other factors that may have influenced this could be that one person has better hand eye coordination, one person could have practiced while the constant feedback person was performing, or there could have been an error in measuring. Overall, the lab was very fun to perform and provided us with valuable information that gave us a clear understanding of "knowledge of results".
Wednesday, November 3, 2010
PDFE # 10
The lab that we performed on November 1st in class dealt with constant and varied practice schedules and which one was more effective. A constant practice schedule is one in which the parameters/settings do not change in practice. Examples of this would be taking a shot in soccer from the same spot without opposition, throwing a bean bag at a target from the same position, or passing a football from a certain distance repeatedly. A varied practice is a practice where the learner completes more than one variation of a task. This way a person learns the relationship between parameter settings and resulting environmental outcomes. Examples of this would be throwing a bean bag from 4m, 5m, and 6m, throwing a baseball from different positions, or shooting a basketball from different areas on the court.
In the lab we performed we have three pieces of tape set up on the floor, 4,5,6m distances with a target on the other end with a mat in the middle for the bulls eye. If we threw the bean bag into the space between the bulls eye and the circle edge that was one point and touching the bulls eye counted two points. One partner performed constant practice and the other varied practice. The constant practice was throwing the bean bag from the 5m line each time, and the varied was moving from 4m to 5m to 6m. Caitlin performed the varied practice and I performed the constant practice. When we performed the skills test at the end of the lab I scored three points, and Caitlin scored two points. This would indicate that the constant practice was more helpful, though we understand through the readings that varied practice is the preferred type.
The readings explain that varied practice is the best at developing skills that allow for us to succeed, the discrepancies we had with the reading could have been because there was a distraction during Caitlin's skills test tossing, or fatigue could have been a problem. Overall, the lab was very fun to perform and we learned the differences between constant and varied practice. We also could apply this knowledge to coaching situations or physical therapy situations.
In the lab we performed we have three pieces of tape set up on the floor, 4,5,6m distances with a target on the other end with a mat in the middle for the bulls eye. If we threw the bean bag into the space between the bulls eye and the circle edge that was one point and touching the bulls eye counted two points. One partner performed constant practice and the other varied practice. The constant practice was throwing the bean bag from the 5m line each time, and the varied was moving from 4m to 5m to 6m. Caitlin performed the varied practice and I performed the constant practice. When we performed the skills test at the end of the lab I scored three points, and Caitlin scored two points. This would indicate that the constant practice was more helpful, though we understand through the readings that varied practice is the preferred type.
The readings explain that varied practice is the best at developing skills that allow for us to succeed, the discrepancies we had with the reading could have been because there was a distraction during Caitlin's skills test tossing, or fatigue could have been a problem. Overall, the lab was very fun to perform and we learned the differences between constant and varied practice. We also could apply this knowledge to coaching situations or physical therapy situations.
Monday, November 1, 2010
PDFE #9
When I reflect upon my past physical education history, I am pleased that I had an enjoyable elementary school physical education class. I attended Trion Elementary School and my P.E. teacher was Coach Turner. We attended the class two to three days a week for about an hour at a time. The teacher also had an assistant who helped in every class. There were approximately twenty people in the class at one time and the class took place in an elementary school gym, and outside. The activities that we played were jump rope, bar pulls, basketball, scooters, and parachutes. The physical education that I received was both fun and allowed me to build skills that still help me today.
The current Elementary school regulations for physical education are 150 minutes per week. The program must also be the same size as any other class room, though this does not always happen. I think that for Elementary school these are adequate, but there could be more hours. For middle school and high school there are no requirements. This should be changed! Middle school and high schoolers need to be physically active! The ideal program for the middle and high schoolers should be the same as any other math/english or other core requirement. The ideal program would adhere to the list given in class and would increase the number of hours needed for physical education.
Physical education programs are particularly important for several reasons: builds on physical development, kids release energy and do better in school, introduces an active lifestyle, and improves social skills. Also, the attitudes towards physical activity are influenced at this early age and if a kid does not receive adequate physical education in elementary school they may not receive middle and high school P.E. A quality physical education program can place a child on the right track to a healthy lifestyle and an active/sports choice is aided by the foundational skills learned in elementary school.
The traditional approach to P.E. is concerned with team sports, playground games, or duck-duck-goose. These games could include kick ball, dodgeball, or football. The skill theme approach is concerned with learning skills and improving skills. Such as throwing or striking. This model allows for more practice and everyone is equal. Children are less likely to be singled out because everyone is active. The traditional model emphasizes winning and can embarrass a less skilled person. The prefered method today is the skill theme because of it's positive characteristics and how it builds necessary skills for a child's future.
The current Elementary school regulations for physical education are 150 minutes per week. The program must also be the same size as any other class room, though this does not always happen. I think that for Elementary school these are adequate, but there could be more hours. For middle school and high school there are no requirements. This should be changed! Middle school and high schoolers need to be physically active! The ideal program for the middle and high schoolers should be the same as any other math/english or other core requirement. The ideal program would adhere to the list given in class and would increase the number of hours needed for physical education.
Physical education programs are particularly important for several reasons: builds on physical development, kids release energy and do better in school, introduces an active lifestyle, and improves social skills. Also, the attitudes towards physical activity are influenced at this early age and if a kid does not receive adequate physical education in elementary school they may not receive middle and high school P.E. A quality physical education program can place a child on the right track to a healthy lifestyle and an active/sports choice is aided by the foundational skills learned in elementary school.
The traditional approach to P.E. is concerned with team sports, playground games, or duck-duck-goose. These games could include kick ball, dodgeball, or football. The skill theme approach is concerned with learning skills and improving skills. Such as throwing or striking. This model allows for more practice and everyone is equal. Children are less likely to be singled out because everyone is active. The traditional model emphasizes winning and can embarrass a less skilled person. The prefered method today is the skill theme because of it's positive characteristics and how it builds necessary skills for a child's future.
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