I completed it on Christmas Eve. Need to hand it in next time I'm at University.
See also on the link to my web site
Sunday, December 27, 2009
29/12/09 - Week 14 (Christmas Break)
Just chatted to Darren on Skype - we will get things moving this week
00 - 27/12/09 - Christmas Break Note (ASS submission)
Notes
I have completed the written assignment. I need to submit it.
I looked at John Dewey's written works in 1916 and 1966 - He is a prolific writer and some works are well cited. Nothing stood out as being the references that Andy made in the early lecture notes however.
I have completed the written assignment. I need to submit it.
I looked at John Dewey's written works in 1916 and 1966 - He is a prolific writer and some works are well cited. Nothing stood out as being the references that Andy made in the early lecture notes however.
Tuesday, December 22, 2009
BT Values
- Trustworthy - we do what we say we will
- Helpful - we work as one team
- Inspiring - we create new possibilities
- Straightforward - we make things clear
- Heart - we believe in what we do
http://www.btplc.com/Thegroup/Ourcompany/Companyprofile/Ourvalues/index.htm
(22 December 2009)
15/12/09 - Week 12 (Christmas Break) Review
What went well?
Some limited progress on assignment one
have contacts for the group
What might I do differently?
Somehow progress the assignment better
What did I learn?
What still puzzles me?
Sports Coaching - Christmas Break (12) Review
Monday, December 21, 2009
More philosophy from Lyle 2002
The practice of implementing values in a public domain or context brings coaching behaviour under scrutiny. (p. 151)
With regard to Inter personal relationships and goals, both performance and personal have stable and unstable elements (p. 153).
Does heredity set limits?
Personal interests (p. 154)
p. 155 - Boundaries, i-p relationships, liking and respect.
p. 156 - maturity, knowledge, aspirations, experience and values (also affects responsibilities?)
p. 165 values can be changed but are quite stable.
p. 166 - philosophy and the inclusion of principles.
p. 167 core values for performance
NB - core values and peripheral values.
As an inexperienced coach, I am still formulating my coaching philopsophy. I do howevr have a "Philosophy of Life" and as Lyle (2002, p. xxx) and Martens (xxx, p. xxx) indicate, a philosophy of life can have a bearing and an overlap with a coaching philosopy and indeed with a sports philosophy.
Judging values (Lyle, 2002, pp. 168-169) - sports specific processes are listed. How about a conflict with sports processes and values - e.g. bending the rules.
Lyle mentions good examples by Cross (1990) and Felgate (1997) but I don't think I can access that material.
see Lyle (p. 172) constructing a philosophy.
My philosophy - enjoyment, well being, improvement, reward and team work - excellence and achievement.
Performance v participation - does this vary on a scale according to coaching experience.
With regard to Inter personal relationships and goals, both performance and personal have stable and unstable elements (p. 153).
Does heredity set limits?
Personal interests (p. 154)
p. 155 - Boundaries, i-p relationships, liking and respect.
p. 156 - maturity, knowledge, aspirations, experience and values (also affects responsibilities?)
p. 165 values can be changed but are quite stable.
p. 166 - philosophy and the inclusion of principles.
p. 167 core values for performance
NB - core values and peripheral values.
As an inexperienced coach, I am still formulating my coaching philopsophy. I do howevr have a "Philosophy of Life" and as Lyle (2002, p. xxx) and Martens (xxx, p. xxx) indicate, a philosophy of life can have a bearing and an overlap with a coaching philosopy and indeed with a sports philosophy.
Judging values (Lyle, 2002, pp. 168-169) - sports specific processes are listed. How about a conflict with sports processes and values - e.g. bending the rules.
Lyle mentions good examples by Cross (1990) and Felgate (1997) but I don't think I can access that material.
see Lyle (p. 172) constructing a philosophy.
My philosophy - enjoyment, well being, improvement, reward and team work - excellence and achievement.
Performance v participation - does this vary on a scale according to coaching experience.
inc - Roles - a bit more
From Lyle (2002, p. 118) - There are a variety of aspirations, abilities and xharacters which all contribute to the variations, some subtle and others not so subtle, of coaches roles listed in table 1.
Sunday, December 20, 2009
Code of Practice
http://www.sportscoachuk.org/force-download.php?file=media/large/coachescodeofpracticeaug09_333.pdf
Word Count
20/12/09
Intro - 72 - 72
Roles - 256 - 328 (inc table 322, table = 66 therefore roles = 256)
respo
Intro - 72 - 72
Roles - 256 - 328 (inc table 322, table = 66 therefore roles = 256)
respo
Saturday, December 19, 2009
Martens (1987)
MARTENS, R. 1987. Coaches guide to sport psychology. Human Kinetics.
p.5 philosophy of life shapes philosophy of coaching - also philosophy of sport
Athletes First, winning second - problems with the philosophy see p. 12
self esteem p. 7
p.5 philosophy of life shapes philosophy of coaching - also philosophy of sport
Athletes First, winning second - problems with the philosophy see p. 12
self esteem p. 7
Friday, December 18, 2009
More from the slides
Week 2 (17/11/09) - Title : The Coaching Process, Coaching Roles, The Reflective Coach
Slide 9 of 17
The coaching process comprises of three elements:
Planning - developing short and long term training programs to help your athlete achieve their goals
Conducting - delivery of training programs
Evaluating - evaluation of the programs, athlete development and your coaching. This element may result in adjustment of your athlete's training program and your coaching.
Coaching Roles - slide 12 of 17
Adviser
Assessor
Chauffeur
Counsellor
Demonstrator
Facilitator
Fact finder
Fountain of knowledge
Friend
Instructor
Mentor
Motivator
Organiser
Planner
Role Model
Supporter
-----------------------------------------
Level of Qualification (UKCC L1, L2…)
Health and Safety
Risk management
Protection from Abuse
Education of Athlete
Supplementation
Nutrition
To develop an athlete to their full potential a coach has adopt the role of an assistant
A coach has to analyse sporting performance individual and team
Provide encouragement at right time
Continually give guidance to athlete in life and their sport
The coach has to create the right conditions for learning to happen and to find ways of motivating the athletes.
The coaching process comprises of three elements:
Planning - developing short and long term training programs to help your athlete achieve their goals
Conducting - delivery of training programs
Evaluating - evaluation of the programs, athlete development and your coaching. This element may result in adjustment of your athlete's training program and your coaching.
The coach will need to be able to: assist athletes to prepare training programs, communicate effectively with athletes, assist athletes to develop new skills, use evaluation tests to monitor training progress and predict performance
Slide 9 of 17
The coaching process comprises of three elements:
Planning - developing short and long term training programs to help your athlete achieve their goals
Conducting - delivery of training programs
Evaluating - evaluation of the programs, athlete development and your coaching. This element may result in adjustment of your athlete's training program and your coaching.
Coaching Roles - slide 12 of 17
Adviser
Assessor
Chauffeur
Counsellor
Demonstrator
Facilitator
Fact finder
Fountain of knowledge
Friend
Instructor
Mentor
Motivator
Organiser
Planner
Role Model
Supporter
-----------------------------------------
Level of Qualification (UKCC L1, L2…)
Health and Safety
Risk management
Protection from Abuse
Education of Athlete
Supplementation
Nutrition
To develop an athlete to their full potential a coach has adopt the role of an assistant
A coach has to analyse sporting performance individual and team
Provide encouragement at right time
Continually give guidance to athlete in life and their sport
The coach has to create the right conditions for learning to happen and to find ways of motivating the athletes.
The coaching process comprises of three elements:
Planning - developing short and long term training programs to help your athlete achieve their goals
Conducting - delivery of training programs
Evaluating - evaluation of the programs, athlete development and your coaching. This element may result in adjustment of your athlete's training program and your coaching.
The coach will need to be able to: assist athletes to prepare training programs, communicate effectively with athletes, assist athletes to develop new skills, use evaluation tests to monitor training progress and predict performance
Wednesday, December 16, 2009
Parsloe. E. (1999)
Parsloe E (1999, pp. 71 - 78). The Manager as coach and mentor. He emphasises Simplicity as a key value and outlines his 6 rules for simplicity.
More reading?
Fairs J (1987) The coaching process. The essence of coaching. Sports Coach 11(1). 17-19
Dick. F. (1977) Coaching an artful science. Momentum. 2(3). 1-3
Title: Understanding the coaching process: A framework for social analysis
Author(s): Jones, RL; Armour, KM; Potrac, P
Source: QUEST Volume: 54 Issue: 1 Pages: 34-48 Published: FEB 2002
Times Cited: 5
Dick. F. (1977) Coaching an artful science. Momentum. 2(3). 1-3
Title: Understanding the coaching process: A framework for social analysis
Author(s): Jones, RL; Armour, KM; Potrac, P
Source: QUEST Volume: 54 Issue: 1 Pages: 34-48 Published: FEB 2002
Times Cited: 5
Participation v Performance
Cross and Lyle (2002, p. 11)
Cross and Lyle (p. 13) are aware that their thoughts on the coaching process are open to debate.
Cross and Lyle (p. 13) are aware that their thoughts on the coaching process are open to debate.
Coaching Philosophy Research
(Crisfield, Cabral et al., 2003, p. 11) describe a coaching philosophy as "a set of guidelines governing a coach's actions and behaviour" and relate this philosophy to a coaches beliefs, to the coaching status of the performers, to the relative importance of competition, to the value assigned to fair play, to training intensity and to the importance of sport to the performers.
Questions arise such as - What are the goals and expectations? Why to the performers participate? Do I and my squad have the same pilosophy? Is that important?
Lyle also discusses coaching philosophy (2002, pp. 151 - 172), including references to inter-personal relationships (p. 152) and the significance of values and beliefs as opposed to evidence of impact on performance or personal development (p. 153).
An interesting but not necessarily relevant point made by Lyle is that performance consists of stable and unstable elements (p. 153).
A purely scientific approach to coaching is inappropriate. the I-P relationship adds value.
See the table of "Factors impinging on I-P relationships" (Lyle, 2002, p. 156)
Is coaching style stable or transient? (p. 157)
Autocratic v Democratic (p. 158)
Lyle (p. 160) has a Table of coaching styles sourced from Tutko and Richards (1971).
Values - stated, unstated and unaware! (p. 165) adherence (or not) to a set of stated values
self reflection to determine values plus core and peripheral values. (p. 167)
published behaviours by Crisfield et al. 1996; Martens 1997 are prescriptive rather than rigorous. see Lyle 1999b p. 33 for an exception.
for good examples of coaching philosophies also see:
Cross N. (1990) "Terry Denison an insight into a coaching philosophy" The Swimming Times 67(4) 17-19
and
Felgate D. (1997) "Finding the limits", supercoach 2:11
Also see -
The Coaching Process - Principles and Practice for Sport
Author : Cross, Neville
REFERENCES
CRISFIELD, P., CABRAL, P. and CARPENTER, F. 2003. The Successful Coach: Guidelines for Coaching Practice. Leeds: Coachwise 1st4sport.
LYLE, J. 2002. Sports coaching concepts: a framework for coaches' behaviour. Routledge.
Questions arise such as - What are the goals and expectations? Why to the performers participate? Do I and my squad have the same pilosophy? Is that important?
Lyle also discusses coaching philosophy (2002, pp. 151 - 172), including references to inter-personal relationships (p. 152) and the significance of values and beliefs as opposed to evidence of impact on performance or personal development (p. 153).
An interesting but not necessarily relevant point made by Lyle is that performance consists of stable and unstable elements (p. 153).
A purely scientific approach to coaching is inappropriate. the I-P relationship adds value.
See the table of "Factors impinging on I-P relationships" (Lyle, 2002, p. 156)
Is coaching style stable or transient? (p. 157)
Autocratic v Democratic (p. 158)
Lyle (p. 160) has a Table of coaching styles sourced from Tutko and Richards (1971).
Values - stated, unstated and unaware! (p. 165) adherence (or not) to a set of stated values
self reflection to determine values plus core and peripheral values. (p. 167)
published behaviours by Crisfield et al. 1996; Martens 1997 are prescriptive rather than rigorous. see Lyle 1999b p. 33 for an exception.
for good examples of coaching philosophies also see:
Cross N. (1990) "Terry Denison an insight into a coaching philosophy" The Swimming Times 67(4) 17-19
and
Felgate D. (1997) "Finding the limits", supercoach 2:11
Also see -
The Coaching Process - Principles and Practice for Sport
Author : Cross, Neville
- Editor : Butterworth-Heinemann
- Publication : 26/08/1999
REFERENCES
CRISFIELD, P., CABRAL, P. and CARPENTER, F. 2003. The Successful Coach: Guidelines for Coaching Practice. Leeds: Coachwise 1st4sport.
LYLE, J. 2002. Sports coaching concepts: a framework for coaches' behaviour. Routledge.
Tuesday, December 15, 2009
15/12/09 - Group Contact Details
Click here to open the Group Contact Details as stored on Google Docs
11/12/09 - Updates from Dave B (inc Lab Data)
I would like to concentrate on doing the method part if that is ok with everyone else? Although I am not overly fussed about which bit i do
Dave B
i have attached the results that we got last week
Dave B
i have attached the results that we got last week
15/12/09 - Update from Darren (Lab Data Upload)
I've shared Health_Related_Fitness_Data_Recording_Sheet_DP[1]
Message from drburley@hotmail.com:
Click to open:
• Health_Related_Fitness_Data_Recording_Sheet_DP[1]
Google Docs makes it easy to create, store and share online documents, spreadsheets and presentations.
Message from drburley@hotmail.com:
Click to open:
• Health_Related_Fitness_Data_Recording_Sheet_DP[1]
Google Docs makes it easy to create, store and share online documents, spreadsheets and presentations.
13/12/09 - Update from Dean
Just had look at e-mails ill upload and send my results on the 14/12/09 if thats ok with you. im cool if your doing the method and harvard parts. Do you know what parts other people are doing so i know what i need to concentrate on or help with? I would ring but its a bit expensive to call alothough i am on skype so could ring on there but i am 5 hours behind you lot. Have you had e-mails of data from everyone else?
Look forward to hearing from you i will check my e-mails regularly but bear with me if i am a little slow to respond.
cheers
Dean
Look forward to hearing from you i will check my e-mails regularly but bear with me if i am a little slow to respond.
cheers
Dean
09/12/09 - Briefing Notes
I’d like to get clear what part of this report I’ll be working on so that I can get stuck into it before Christmas. I had a look at the brief which describes the various sections of the report. I suggest we all lay claim to the bits we would like to do and then see if we’ve got it all covered.
It would be good if there is more than one person collaborating on each section of the report that way we are less likely drop ourselves in the shit.
The sections of the report (with the marks awarded for the section) are as follows: Correct Presentation (10%), Introduction (200 words) (15%), Method (400 words) (15%), Results (300 words) (25%), Discussion / Conclusion (600 words) (35%)
I’d like to work on the final presentation and the Harvard referencing – but that comes towards the end. I’m easy on what else I do.
I’ve been tinkering with Google Docs. We might want to use Google docs to store the various bits so we can all see what is going on. You can upload Word documents into Google Docs format (which is a bit crap) but you can then download them again and convert them back into MS Word format which is OK.
I’ve put some docs into Google docs and given you access so we can see if it would work for us. It includes information on the assignment, which I’ve also attached to this e-mail, my personal data, and an example document showing some example tables that George gave us.
I’ll send you a sharing invite.
I wonder if we need a face to face before the end of the week I know Dean is zooming off to Canada pretty soon?
Dave
It would be good if there is more than one person collaborating on each section of the report that way we are less likely drop ourselves in the shit.
The sections of the report (with the marks awarded for the section) are as follows: Correct Presentation (10%), Introduction (200 words) (15%), Method (400 words) (15%), Results (300 words) (25%), Discussion / Conclusion (600 words) (35%)
I’d like to work on the final presentation and the Harvard referencing – but that comes towards the end. I’m easy on what else I do.
I’ve been tinkering with Google Docs. We might want to use Google docs to store the various bits so we can all see what is going on. You can upload Word documents into Google Docs format (which is a bit crap) but you can then download them again and convert them back into MS Word format which is OK.
I’ve put some docs into Google docs and given you access so we can see if it would work for us. It includes information on the assignment, which I’ve also attached to this e-mail, my personal data, and an example document showing some example tables that George gave us.
I’ll send you a sharing invite.
I wonder if we need a face to face before the end of the week I know Dean is zooming off to Canada pretty soon?
Dave
Monday, December 14, 2009
Lyle - Reading the book
Lyle regards listing role descriptors as a simplistic approach (2002, pp. 59 - 60). He suggests that in order to define the role of the coach the concept of the coaching process needs to be understood. The role of the coach can then be described in terms of the coaching process. A definition of the role of a coach that Lyle arrives at is as follows.
"Role will be conceptualised as the typical and expected range of behaviours and practice that results from the coach's interpretation of the part to be played by the coach in achieving the improved or sustained performance that is the purpose of sports coaching." (Lyle, 2002, p. 60).
"Role will be conceptualised as the typical and expected range of behaviours and practice that results from the coach's interpretation of the part to be played by the coach in achieving the improved or sustained performance that is the purpose of sports coaching." (Lyle, 2002, p. 60).
Covey, Stephen R. - The seven habits of highly effective people
"Creating a Personal Mission Statement will be, without question, one of the most powerful and significant things you will ever do to take leadership of your life. In it you will identify the most important roles, relationships, and things in your life - who you want to be, what you want to do, to whom and what you want of give your life, the principles you want to anchor your life to, the legacy you want to leave. All the goals and decisions you will make in the future will be based upon it. It's like deciding first which wall you want to lean your ladder of life against, and then beginning to climb. It will be a compass - a strong source of guidance amid the stormy seas and pressing, pulling currents of your life." Stephen Covey, author of The Seven Habits of Highly Effective People
A Personal Vision/Mission can help propel you into a new job, or make your present job work better for you. The more connected your Personal Vision/Mission is to yourself, the better it can guide your career and your life.
Lyle is a book and an eBook
Note that Lyle is held on myilibrary as an electronic book as well as being held in the library.
myiLibrary
myiLibrary
Andy's slides (responsibilities)
From Andy's slides (responsibilities)
Level of Qualification (UKCC L1, L2…)
Health and Safety
Risk management
Protection from Abuse
Education of Athlete
Supplementation
Nutrition
Level of Qualification (UKCC L1, L2…)
Health and Safety
Risk management
Protection from Abuse
Education of Athlete
Supplementation
Nutrition
Fitts and Posner (1967)
Fitts and Posner (1967) suggested that the learning process is sequential and that we move through specific phases as we learn. There are three stages to learning a new skill:
* Cognitive phase - Identification and development of the component parts of the skill - involves formation of a mental picture of the skill
* Associative phase - Linking the component parts into a smooth action - involves practicing the skill and using feedback to perfect the skill
* Autonomous phase - Developing the learned skill so that it becomes automatic - involves little or no conscious thought or attention whilst performing the skill - not all performers reach this stage
* Cognitive phase - Identification and development of the component parts of the skill - involves formation of a mental picture of the skill
* Associative phase - Linking the component parts into a smooth action - involves practicing the skill and using feedback to perfect the skill
* Autonomous phase - Developing the learned skill so that it becomes automatic - involves little or no conscious thought or attention whilst performing the skill - not all performers reach this stage
Coaching Roles Research
LEE ( , p.163) states that "Good coaches are usually good communicators" [in the book Coaching Children in Sport.]
Plan for 14/12/2009
I need to visit the library and return Cotterell, Hall, plus 2 ancient olympic books
Pick up Lyle.
I need to go to Allt-yr-yn to take out Parsloe (1999) The Manager as coach and mentor 658.3124 PAR
Also to look at Rob Stones (1998) 301.0922 STO Key Sociological Thinkers; check p. 142 ... address every issue with imagination, creativity and rigour.
-----------------------------------
(Crisfield, Cabral et al., 2003) explain that the roles of a coach are many and varied.
Gordon also lists coaching roles (Gordon, 2009)
Lyle has further comments (Lyle, 2002) - I should read, Sports coaching concepts: a framework for coaches' behaviour by John Lyle (also available as an e-book)
And maybe PARSLOE (Parsloe, 1999) (available at Allt-yr-yn)
And a bit of sociology from Rob Stones (Stones, 1998) – (also available at Allt-yr-yn)
see page 142 - … address every issue with imagination, creativity and rigour
REFERENCES
CRISFIELD, P., CABRAL, P. and CARPENTER, F. 2003. The Successful Coach: Guidelines for Coaching Practice. Leeds: Coachwise 1st4sport.
GORDON, D. 2009. Coaching science. Exeter: Learning Matters.
LYLE, J. 2002. Sports coaching concepts: a framework for coaches' behaviour. Routledge.
PARSLOE, E. 1999. The manager as coach and mentor. CIPD Publishing.
STONES, R. 1998. Key sociological thinkers. NYU Press.
Plan for 14/12/2009
I need to visit the library and return Cotterell, Hall, plus 2 ancient olympic books
Pick up Lyle.
I need to go to Allt-yr-yn to take out Parsloe (1999) The Manager as coach and mentor 658.3124 PAR
Also to look at Rob Stones (1998) 301.0922 STO Key Sociological Thinkers; check p. 142 ... address every issue with imagination, creativity and rigour.
-----------------------------------
(Crisfield, Cabral et al., 2003) explain that the roles of a coach are many and varied.
Gordon also lists coaching roles (Gordon, 2009)
Lyle has further comments (Lyle, 2002) - I should read, Sports coaching concepts: a framework for coaches' behaviour by John Lyle (also available as an e-book)
And maybe PARSLOE (Parsloe, 1999) (available at Allt-yr-yn)
And a bit of sociology from Rob Stones (Stones, 1998) – (also available at Allt-yr-yn)
see page 142 - … address every issue with imagination, creativity and rigour
REFERENCES
CRISFIELD, P., CABRAL, P. and CARPENTER, F. 2003. The Successful Coach: Guidelines for Coaching Practice. Leeds: Coachwise 1st4sport.
GORDON, D. 2009. Coaching science. Exeter: Learning Matters.
LYLE, J. 2002. Sports coaching concepts: a framework for coaches' behaviour. Routledge.
PARSLOE, E. 1999. The manager as coach and mentor. CIPD Publishing.
STONES, R. 1998. Key sociological thinkers. NYU Press.
Writing instructions
For this assignment, you are required to complete the following tasks within 1500 words.
1. Define the roles of the sports coach in order to demonstrate your understanding.
2. Outline how the responsibilities of the coach vary depending on the level at which they are practicing.
3. Provide a statement on your current coaching philosophy and comment on how you would interact with under 12 year old sports performers.
Definition of Sports Coach Roles
• Clear and focused response which demonstrates understanding of sports coaching roles
(30%)
Coaching Responsibilities
• Appreciation of the diversity of coaching responsibility is clearly shown
(30%)
Coaching Issue
• Ability to self reflect on coaching philosophy
(30%)
Presentation
• Ability shown to follow presentation guidelines
• Links to academic literature made to support discussion
• Use of Harvard referencing system
• Appropriate writing style, use of grammar, spelling
(10%)
1. Define the roles of the sports coach in order to demonstrate your understanding.
2. Outline how the responsibilities of the coach vary depending on the level at which they are practicing.
3. Provide a statement on your current coaching philosophy and comment on how you would interact with under 12 year old sports performers.
Definition of Sports Coach Roles
• Clear and focused response which demonstrates understanding of sports coaching roles
(30%)
Coaching Responsibilities
• Appreciation of the diversity of coaching responsibility is clearly shown
(30%)
Coaching Issue
• Ability to self reflect on coaching philosophy
(30%)
Presentation
• Ability shown to follow presentation guidelines
• Links to academic literature made to support discussion
• Use of Harvard referencing system
• Appropriate writing style, use of grammar, spelling
(10%)
Saturday, December 12, 2009
Skills for a Professonal Environment - Week 11 review
Drop In Session
Drop in – Wednesday 13:00 – 16:00, EA C03 (PA)
What Went Well?
I demonstrated my web site and blog
Paul was impressed - suggested I show the lecturers
What might I do differently?
What did I learn?
I learned about the dasher project
What still puzzles me?
Friday, December 11, 2009
05 - 08/12/10 - Student Coaching
Notes
I was a bit disappointed in my own coaching performance, I thought I should have done better. It is all part of the learning process though.
What went well?
Fun
Involvement
Progression
What could I have done differently?
Introduce myself and Steve
Explain the aim of the session
H&S info/Injuries
I could have stepped in to change the rules in small sided games. Maybe a 4 pass before shooting rule for example. The teams were not using the skills they had been shown in the previous section of the session. They were just shooting from long range.
What did I learn?
Coaching position for demos - all must be able to see
get into the activity quickly - so they don't drift off
check for understanding in an open way
keep it simple
coaches responsibility to turn up
What still puzzles me?
I was a bit disappointed in my own coaching performance, I thought I should have done better. It is all part of the learning process though.
What went well?
Fun
Involvement
Progression
What could I have done differently?
Introduce myself and Steve
Explain the aim of the session
H&S info/Injuries
I could have stepped in to change the rules in small sided games. Maybe a 4 pass before shooting rule for example. The teams were not using the skills they had been shown in the previous section of the session. They were just shooting from long range.
What did I learn?
Coaching position for demos - all must be able to see
get into the activity quickly - so they don't drift off
check for understanding in an open way
keep it simple
coaches responsibility to turn up
What still puzzles me?
04 - 01/12/09 - Sports Development / Student Coaching
Lecture – 01/12/2009, 09:00 – 10:30, MB A.24, (AT, LG), all SPOCO students
Lecture – 01/12/20909, 11:00 - 12:30, SH, (AT, MT), all SPOCO students
What Went Well?
100% attendance maintained
The Sports Dev barriers brainstorm with Tom and Samantha
I’ve got the small game basketball session to coach with Steve
Look up basketball rules on line (inc. half court rules).
What might I do differently?
What did I learn?
Group of 6 was Me, Mitch (Aherne), Matt (Harding?), Steve (O’Connor?), Dave Brown, + Chris (Hughes?)
Our small game to coach is based on basketball 2 on 2
We got positive feedback on that point – game specific – last week
Steve the Golfer from Banbury (Bloxham actually) is my coaching buddy
Just need to prep the game for next week.
What still puzzles me?
Lecture – 01/12/20909, 11:00 - 12:30, SH, (AT, MT), all SPOCO students
What Went Well?
100% attendance maintained
The Sports Dev barriers brainstorm with Tom and Samantha
I’ve got the small game basketball session to coach with Steve
Look up basketball rules on line (inc. half court rules).
What might I do differently?
What did I learn?
Group of 6 was Me, Mitch (Aherne), Matt (Harding?), Steve (O’Connor?), Dave Brown, + Chris (Hughes?)
Our small game to coach is based on basketball 2 on 2
We got positive feedback on that point – game specific – last week
Steve the Golfer from Banbury (Bloxham actually) is my coaching buddy
Just need to prep the game for next week.
What still puzzles me?
03 - 24/11/09 - Warm Up / Small Sided Games
Lecture – 24/11/2009, 09:00 – 10:30, SH, (AT, MT), all SPOCO students
Lecture – 24/11/20909, 11:00 - 12:30, SH, (AT, MT), all SPOCO students
What Went Well?
100% attendance maintained
I participated in several sports in the Sports Hall
The Rugby warm up session went well
We got positive feedback
I got to try a bit of hockey which I liked.
What might I do differently?
What did I learn?
Designing sport specific coaching sessions for different sports is a challenge
A game called shrek! Based on Rugby Union and had some positive features.
All inclusive
Active
Passing the ball
Good for kids
Got the mind working
Try things out – learn and adapt
Our own small game based on basketball 2 on 2 was very much like basketball but we got positive feedback on that point – game specific
Met Steve the Golfer from Banbury (Bloxham actually)
WRU Preliminary coaching course £20.00 – couldn’t find it on the web site!
What still puzzles me?
Lecture – 24/11/20909, 11:00 - 12:30, SH, (AT, MT), all SPOCO students
What Went Well?
100% attendance maintained
I participated in several sports in the Sports Hall
The Rugby warm up session went well
We got positive feedback
I got to try a bit of hockey which I liked.
What might I do differently?
What did I learn?
Designing sport specific coaching sessions for different sports is a challenge
A game called shrek! Based on Rugby Union and had some positive features.
All inclusive
Active
Passing the ball
Good for kids
Got the mind working
Try things out – learn and adapt
Our own small game based on basketball 2 on 2 was very much like basketball but we got positive feedback on that point – game specific
Met Steve the Golfer from Banbury (Bloxham actually)
WRU Preliminary coaching course £20.00 – couldn’t find it on the web site!
What still puzzles me?
02 - 17/11/09 - Effective Communication / Research NGBs
Lecture – 17/11/2009, 09:00 – 10:30, RM.E10, (AT), all SPOCO students
Lecture – 17/11/20909, 11:00 - 12:30, RM.E23, (AT), all SPOCO students
Part 1 - Effective Communication
Body Language - slides
Reference - Lee & Austin (1988) this is a reference to My ideal Coach. Children's preferences for coaching behaviour. Which was a report to the Research Committee of the National Coaching Foundation, Leeds, England.
NB I do have the book "Coaching Childeren in Sport" by Martin Lee.
Chris mentioned a WRU basic (preliminary) coaching course that cots £20.00 but i could not find it.
Part 2 - NGBs (UK Coaching)
This took the form of a Directed Task research exercise which we had to complete and submit via the MLE.
What Went Well?
100% attendance maintained
I participated in a group session. It was OK!
What might I do differently?
What did I learn?
Met Steve the Golfer from Banbury (Bloxham actually)
WRU Preliminary coaching course £20.00 – couldn’t find it on the web site!
REFERENCES
From week 1
PARSLOE E (1999) the manager as coach and mentor
DEWEY (1966)
DEWEY (1916)
From week 2
Reference on communication – LEE and AUSTIN (1988)
What still puzzles me?
Lecture – 17/11/20909, 11:00 - 12:30, RM.E23, (AT), all SPOCO students
Part 1 - Effective Communication
Body Language - slides
Reference - Lee & Austin (1988) this is a reference to My ideal Coach. Children's preferences for coaching behaviour. Which was a report to the Research Committee of the National Coaching Foundation, Leeds, England.
NB I do have the book "Coaching Childeren in Sport" by Martin Lee.
Chris mentioned a WRU basic (preliminary) coaching course that cots £20.00 but i could not find it.
Part 2 - NGBs (UK Coaching)
This took the form of a Directed Task research exercise which we had to complete and submit via the MLE.
What Went Well?
100% attendance maintained
I participated in a group session. It was OK!
What might I do differently?
What did I learn?
Met Steve the Golfer from Banbury (Bloxham actually)
WRU Preliminary coaching course £20.00 – couldn’t find it on the web site!
REFERENCES
From week 1
PARSLOE E (1999) the manager as coach and mentor
DEWEY (1966)
DEWEY (1916)
From week 2
Reference on communication – LEE and AUSTIN (1988)
What still puzzles me?
01 - 10/11/09 - Intro, Roles, Responsibilities
Week 1 - Introduction and Roles and Responsibilities
Lecture - Part 1 – 10/11/2009, 09:00 – 10:30, RM.A19, (AT), all SPOCO students
Lecture – Part 2 - 10/11/20909, 11:00 - 12:30, RM.E23, (AT), all SPOCO students
Part 1 - Notes
Robyn Jones - Understanding Sports Coaching was mentioned as essential reading (I've already bought this).
Group session with Lisa (Badminton, Newport), John (Moto-Cross , Cwmbran), Sam (Trampolining, Gymnastics, Newport), Cerys (used to do athletics, Newport)
Pedagogy is the science of how to teach.
Drop in sessions (AT) Monday 1pm, Friday 11am - appointment by e-mail.
TT = Tennis Courts, LG =Laurence Gully.
DT1 is Coaching CV.
DT2 is sign up to Sports Coach UK website.
Remember the Javelin Throw in Rome!
Part 2 - Notes
In small groups we discussed good and bad coaches that we have known and experienced.
What was good about Trevor White for instance?
He was encouraging, friendly, never lost his cool.
Realism, tell it how it is - safety. Quality of session, session should be enjoyable, coaches should not have favourites in the squad.
Bad experiences - some had experienced drunkeness.
Talent development, quality of life, encouragement, inspiration
Reference PARSLOE E (1999) The coach as a manager and mentor p. 8.
context - positioning (e.g. other side of track), age, coaching age.
bleep tests, DEWEY (1966) reflection, behaviour and accepted responsibility.
DEWEY (1916) personal attributes.
Tom Cooling - May Hill Massacre
REVIEW
What Went Well?
100% attendance maintained
I participated
What might I do differently?
What did I learn?
Assignment Dates and Times
Met Cerys (Newport, athletics?) and Sam (Rogerstone?, Trampolining, gymnastics etc.) and Lisa (Badminton, Goldcliff) and John (Cwmbran – Moto-cross)
Books – (1) Tania Cassidy, Robyn Jones – understanding sports coaching
(2) Dan GORDON - Coaching Science at www.learningmatters.co.uk has a comprehensive reading list. Both are in the Caerleon library. There is an electronic copy of (1).
We must do a presentation – what about safety – the javelin accident in Rome.
http://www.youtube.com/watch?v=JhT30Ov41_s
or this one http://www.youtube.com/watch?v=twQoSib8ARg
DT1 - Sports Coach UK web site - http://www.sportscoachuk.org/index.php
DT2 - Directed Task is a coaching CV
REFERENCES
PARSLOE E (1999) The manager as coach and mentor
DEWEY (1966)
DEWEY (1916)
What still puzzles me?
What is a bleep test?
Lecture - Part 1 – 10/11/2009, 09:00 – 10:30, RM.A19, (AT), all SPOCO students
Lecture – Part 2 - 10/11/20909, 11:00 - 12:30, RM.E23, (AT), all SPOCO students
Part 1 - Notes
Robyn Jones - Understanding Sports Coaching was mentioned as essential reading (I've already bought this).
Group session with Lisa (Badminton, Newport), John (Moto-Cross , Cwmbran), Sam (Trampolining, Gymnastics, Newport), Cerys (used to do athletics, Newport)
Pedagogy is the science of how to teach.
Drop in sessions (AT) Monday 1pm, Friday 11am - appointment by e-mail.
TT = Tennis Courts, LG =Laurence Gully.
DT1 is Coaching CV.
DT2 is sign up to Sports Coach UK website.
Remember the Javelin Throw in Rome!
Part 2 - Notes
In small groups we discussed good and bad coaches that we have known and experienced.
What was good about Trevor White for instance?
He was encouraging, friendly, never lost his cool.
Realism, tell it how it is - safety. Quality of session, session should be enjoyable, coaches should not have favourites in the squad.
Bad experiences - some had experienced drunkeness.
Talent development, quality of life, encouragement, inspiration
Reference PARSLOE E (1999) The coach as a manager and mentor p. 8.
context - positioning (e.g. other side of track), age, coaching age.
bleep tests, DEWEY (1966) reflection, behaviour and accepted responsibility.
DEWEY (1916) personal attributes.
Tom Cooling - May Hill Massacre
REVIEW
What Went Well?
100% attendance maintained
I participated
What might I do differently?
What did I learn?
Assignment Dates and Times
Met Cerys (Newport, athletics?) and Sam (Rogerstone?, Trampolining, gymnastics etc.) and Lisa (Badminton, Goldcliff) and John (Cwmbran – Moto-cross)
Books – (1) Tania Cassidy, Robyn Jones – understanding sports coaching
(2) Dan GORDON - Coaching Science at www.learningmatters.co.uk has a comprehensive reading list. Both are in the Caerleon library. There is an electronic copy of (1).
We must do a presentation – what about safety – the javelin accident in Rome.
http://www.youtube.com/watch?v=JhT30Ov41_s
or this one http://www.youtube.com/watch?v=twQoSib8ARg
DT1 - Sports Coach UK web site - http://www.sportscoachuk.org/index.php
DT2 - Directed Task is a coaching CV
REFERENCES
PARSLOE E (1999) The manager as coach and mentor
DEWEY (1966)
DEWEY (1916)
What still puzzles me?
What is a bleep test?
08/12/09 - Week 11 - Ergogenic Aids and Module Review
Right click the link to open the mLE and access the Slides from session 10 in a new tab or window.
Lecture on Ergogenic aids
Steroids
equipment (e. ball flight, swim suits etc.)
Steroid effect - Liver damage
Unsubstantiated claims by companies such as maximuscle
Medications should be registered with the Governing body.
Sports Bodies
England/Scotland/NI - Institutes of Sport
Wales - Sports Council (Has a research Library at Sophia Gardens)
Sport at Bath
Check governing bodies site features for e-mail of bulletins etc.
see lecture slides for useful links
UK Sport - http://www.uksport.gov.uk/
English Institute of Sport - www.eis2win.co.uk
The British Association of Sport and Exercise Sciences - www.bases.org.uk
What went well?
I think I'm improving my note taking
I an committed to the review process
What might I do differently?
Review how I copy up my notes
integrate blog and web site
have a private area on the web site
What did I learn?
see notes above!
need to do course reviews
What still puzzles me?
2 psychology slide presentations are the same!
Lecture on Ergogenic aids
Steroids
equipment (e. ball flight, swim suits etc.)
Steroid effect - Liver damage
Unsubstantiated claims by companies such as maximuscle
Medications should be registered with the Governing body.
Sports Bodies
England/Scotland/NI - Institutes of Sport
Wales - Sports Council (Has a research Library at Sophia Gardens)
Sport at Bath
Check governing bodies site features for e-mail of bulletins etc.
see lecture slides for useful links
UK Sport - http://www.uksport.gov.uk/
English Institute of Sport - www.eis2win.co.uk
The British Association of Sport and Exercise Sciences - www.bases.org.uk
What went well?
I think I'm improving my note taking
I an committed to the review process
What might I do differently?
Review how I copy up my notes
integrate blog and web site
have a private area on the web site
What did I learn?
see notes above!
need to do course reviews
What still puzzles me?
2 psychology slide presentations are the same!
01/12/09 - Week 10 - Health Related Fitness Lecture & Practical
Week 10 – Review
Review of Assignment 1 – brief and practical
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 01/12/2009, 13:00 – 14:30, EA.C05, (GR), all students
Lecture – 01/12/20909, 15:00 - 15:30, Gymnasium, (GR), all students
What Went Well?
100% attendance maintained
I’ve got my health related data
What might I do differently?
What did I learn?
How to reserve (hold) a book (I reserved (put a hold on) Hoffman)
Jerome comes late to these lectures
We are in a group for the assignment
• Darren Burley
• Dave Brown ? skype ?
• Dave Proffitt
• Dean Lewis
• Dan Harrison (missing!)
What still puzzles me?
Review of Assignment 1 – brief and practical
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 01/12/2009, 13:00 – 14:30, EA.C05, (GR), all students
Lecture – 01/12/20909, 15:00 - 15:30, Gymnasium, (GR), all students
What Went Well?
100% attendance maintained
I’ve got my health related data
What might I do differently?
What did I learn?
How to reserve (hold) a book (I reserved (put a hold on) Hoffman)
Jerome comes late to these lectures
We are in a group for the assignment
• Darren Burley
• Dave Brown ? skype ?
• Dave Proffitt
• Dean Lewis
• Dan Harrison (missing!)
What still puzzles me?
24/11/09 - Week 09 Psychology Review
Review of lectures by Dr Hilary Matheson
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 24/11/2009, 13:00 – 14:30, EA.C05, (HM), all students
Lecture – 24/11/20909, 15:00 - 15:30, EA.C05, (HM), all students
What Went Well?
100% attendance maintained
A good participation session in the library
What might I do differently?
I could have taken a photograph of that list of 16 – 17 items
What did I learn?
Jerome comes late to these lectures
A lot of this seems like common sense, many topics are related
Well delivered by Hilary – she was able to answer all our questions
She provided actual examples with explanatory detail (e.g. McEnroe Tantrums)
This leads me to believe that she is an authority on this subject.
We are in a group for the case study
• Chris Cornford
• Dave Proffitt
• Denzil Francis
• Jerome Newman
• Lee Wadsworth
Need to achieve v need to avoid failure
Distraction/Focus
Teaching/Research/Consulting
Clinical sports psychologist
Educational sports psychologist
Sports Psychiatrist (e.g. GermanGoalkeeper)
Lack of Knowledge slide – concentrate/relax and the ability to do that.
Practice makes perfect – Psychological Skills Training
• Develop competitive plans
• Have daily training goals
• Create simulation of situations/environments in practice
• Have high confidence
• Have task oriented thoughts
• Use positive imagery
• Overcome obstacles through planning
REFERENCES
• Morris, T & Summers, J (eds) (2004) Sport Psychology: Theory, Applications & Issues (2nd edn) Qld,Aus: Wiley (ch 9)
• Weinberg, R S & Gould, D (2007) Foundations of sport & exercise psychology. Champaign, IL: Human Kinetics
• Williams, J.M. (2001) Applied Sport Psychology: Personal Growth to Peak Performance Mountain View, CA: Mayfield (Ch 20)
What still puzzles me?
Need to identify where the Psychological Theories are listed
Need to submit the case study
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 24/11/2009, 13:00 – 14:30, EA.C05, (HM), all students
Lecture – 24/11/20909, 15:00 - 15:30, EA.C05, (HM), all students
What Went Well?
100% attendance maintained
A good participation session in the library
What might I do differently?
I could have taken a photograph of that list of 16 – 17 items
What did I learn?
Jerome comes late to these lectures
A lot of this seems like common sense, many topics are related
Well delivered by Hilary – she was able to answer all our questions
She provided actual examples with explanatory detail (e.g. McEnroe Tantrums)
This leads me to believe that she is an authority on this subject.
We are in a group for the case study
• Chris Cornford
• Dave Proffitt
• Denzil Francis
• Jerome Newman
• Lee Wadsworth
Need to achieve v need to avoid failure
Distraction/Focus
Teaching/Research/Consulting
Clinical sports psychologist
Educational sports psychologist
Sports Psychiatrist (e.g. GermanGoalkeeper)
Lack of Knowledge slide – concentrate/relax and the ability to do that.
Practice makes perfect – Psychological Skills Training
• Develop competitive plans
• Have daily training goals
• Create simulation of situations/environments in practice
• Have high confidence
• Have task oriented thoughts
• Use positive imagery
• Overcome obstacles through planning
REFERENCES
• Morris, T & Summers, J (eds) (2004) Sport Psychology: Theory, Applications & Issues (2nd edn) Qld,Aus: Wiley (ch 9)
• Weinberg, R S & Gould, D (2007) Foundations of sport & exercise psychology. Champaign, IL: Human Kinetics
• Williams, J.M. (2001) Applied Sport Psychology: Personal Growth to Peak Performance Mountain View, CA: Mayfield (Ch 20)
What still puzzles me?
Need to identify where the Psychological Theories are listed
Need to submit the case study
24/11/09 - Week 09 - Psychology Case Study
Case study:
A new player to a Premier league hockey team started the season well, on the back of being selected for the U21 training squad. However, her/his performance has not been as good as her/his team mates expect from such a player and they have been openly criticising her/him both on and off the pitch. This has resulted in a lack of motivation and confidence, so much so that s/he has recently been arriving late for training and sometimes doing very little whilst there.
Determine why the player may be behaving like this and apply appropriate sport psychology theories to interpret what is happening. Offer some suggestions on interventions you could provide to help him, the team and his coach overcome the issues.
You will have until Tuesday 1st December to submit your answers, in the groups you worked in on 24th, to Moodle. This will count as formative assessment for you in this module.
Interventions with player
Possibilities
Fitness
Personal Issues
Engaging with team mates
Crowd effect
Agreed plan of action
Player to agree to achievable goals to increase motivation, confidence and fitness
Me to promise to sort the team and coach out (to motivate him)
E.g. to arrange team bonding session
Interventions with coach
Ask
Why has this situation arisen?
Are there issues with coaching the team?
Agreed plan of action
Does the coach want a man management refresher course?
Coach to support and motivate the player
I should promise to investigate issues that the team and player may have
Interventions with team
Ask
Why all the criticism?
Agreed plan of action
Recognise common goals
Team leaders to promote team goals
Team bonding
I should promise to investigate issues that the coach and player may have
Some Notes
High Expectations
Criticism – promotes lack of motivation (direction and effort)
and lack of confidence
Hence lateness and low contribution
Coach should support player and be positive
Get feedback understand how player is feeling
Possible use of mental imagery, goal setting and self talk
Team issues – team cohesion
Desire for success (common goal, task cohesion)
Team leaders to be positive
Appropriate Sport Psychology Theory
I suggest the “Competence Motivation Theory” is illustrated here, where Weinberg and Gould (2007, p. 67) suggest that an athlete’s perception of control works alongside self-worth and competence evaluations to influence motivation.
See separate Sports Psychology document for more research on theories.
A new player to a Premier league hockey team started the season well, on the back of being selected for the U21 training squad. However, her/his performance has not been as good as her/his team mates expect from such a player and they have been openly criticising her/him both on and off the pitch. This has resulted in a lack of motivation and confidence, so much so that s/he has recently been arriving late for training and sometimes doing very little whilst there.
Determine why the player may be behaving like this and apply appropriate sport psychology theories to interpret what is happening. Offer some suggestions on interventions you could provide to help him, the team and his coach overcome the issues.
You will have until Tuesday 1st December to submit your answers, in the groups you worked in on 24th, to Moodle. This will count as formative assessment for you in this module.
Interventions with player
Possibilities
Fitness
Personal Issues
Engaging with team mates
Crowd effect
Agreed plan of action
Player to agree to achievable goals to increase motivation, confidence and fitness
Me to promise to sort the team and coach out (to motivate him)
E.g. to arrange team bonding session
Interventions with coach
Ask
Why has this situation arisen?
Are there issues with coaching the team?
Agreed plan of action
Does the coach want a man management refresher course?
Coach to support and motivate the player
I should promise to investigate issues that the team and player may have
Interventions with team
Ask
Why all the criticism?
Agreed plan of action
Recognise common goals
Team leaders to promote team goals
Team bonding
I should promise to investigate issues that the coach and player may have
Some Notes
High Expectations
Criticism – promotes lack of motivation (direction and effort)
and lack of confidence
Hence lateness and low contribution
Coach should support player and be positive
Get feedback understand how player is feeling
Possible use of mental imagery, goal setting and self talk
Team issues – team cohesion
Desire for success (common goal, task cohesion)
Team leaders to be positive
Appropriate Sport Psychology Theory
I suggest the “Competence Motivation Theory” is illustrated here, where Weinberg and Gould (2007, p. 67) suggest that an athlete’s perception of control works alongside self-worth and competence evaluations to influence motivation.
See separate Sports Psychology document for more research on theories.
17/11/09 - Week 08 - Sport in society and Historical aspects
Review of lectures by Ceri Wynne
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 17/11/2009, 13:00 – 14:30, EA.C05, (CWy), all students
Lecture – 17/11/20909, 15:00 - 15:30, EA.C05, (CWy), all students
What Went Well?
100% attendance maintained
What might I do differently?
2nd assignment – history of sport maybe? Athletics
What did I learn?
There is a difference between,
• Sports History,
• Sport in Society,
• Sport in a Social Context
• This is important to remember for assignment 2!!
Issues with the definition of sport
• E.g. Chess in Russia
• Training is not a sport
Skills mental/physical
The lectures covered (1) History, (2) Sport in a Social Setting
Class – location based
Powderhall Sprints (1870)
Scotland – still today
Wales – 1903 – 1929 (circa)
Nos Galan (Guto Nyth Bran)
WI Cricket model/NZ Cricket model/England Cricket model
Edward Gibbon Wakefield = NZ Governor General
1955 – 1st black captain of WI cricket
England –
• Gentlemen v Players 1806 – 1962
• Different doors
• Gentlemen’s initials quoted but not players
• Len Hutton 1st professional captain in 1952
Aussie Rules Football was invented to keep crickets fit in the winter
What still puzzles me?
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 17/11/2009, 13:00 – 14:30, EA.C05, (CWy), all students
Lecture – 17/11/20909, 15:00 - 15:30, EA.C05, (CWy), all students
What Went Well?
100% attendance maintained
What might I do differently?
2nd assignment – history of sport maybe? Athletics
What did I learn?
There is a difference between,
• Sports History,
• Sport in Society,
• Sport in a Social Context
• This is important to remember for assignment 2!!
Issues with the definition of sport
• E.g. Chess in Russia
• Training is not a sport
Skills mental/physical
The lectures covered (1) History, (2) Sport in a Social Setting
Class – location based
Powderhall Sprints (1870)
Scotland – still today
Wales – 1903 – 1929 (circa)
Nos Galan (Guto Nyth Bran)
WI Cricket model/NZ Cricket model/England Cricket model
Edward Gibbon Wakefield = NZ Governor General
1955 – 1st black captain of WI cricket
England –
• Gentlemen v Players 1806 – 1962
• Different doors
• Gentlemen’s initials quoted but not players
• Len Hutton 1st professional captain in 1952
Aussie Rules Football was invented to keep crickets fit in the winter
What still puzzles me?
03/11/09 - Week 06 - Biomechanics / Sports Nutrition
Biomechanics / Sports Nutrition
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 03/11/2009, 13:00 – 14:30, EA.C05, (AT), all students
Lecture – 03/11/20909, 15:00 - 15:30, EA.C05, (CC), all students
What Went Well?
100% attendance maintained
What might I do differently?
What did I learn?
More basic biomechanics
A re-introduction to Newton’s Laws
What still puzzles me?
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 03/11/2009, 13:00 – 14:30, EA.C05, (AT), all students
Lecture – 03/11/20909, 15:00 - 15:30, EA.C05, (CC), all students
What Went Well?
100% attendance maintained
What might I do differently?
What did I learn?
More basic biomechanics
A re-introduction to Newton’s Laws
What still puzzles me?
27/10/09 - Week 05 - Reading Week
Reading Week – No lectures this week
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 27/10/2009, 13:00 – 14:30, EA.C05, (AT), all students
Lab Session – 27/10/20909, 15:00 - 15:30, EA.C05, (GR), all students
What Went Well?
Started the assignment for SPERF using football and athletics under the assumption I could change later – that assignment relates to this modules lectures and reading
I have found the laws of the game and athletics competition rules online and referenced them
What might I do differently?
What did I learn?
What still puzzles me?
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 27/10/2009, 13:00 – 14:30, EA.C05, (AT), all students
Lab Session – 27/10/20909, 15:00 - 15:30, EA.C05, (GR), all students
What Went Well?
Started the assignment for SPERF using football and athletics under the assumption I could change later – that assignment relates to this modules lectures and reading
I have found the laws of the game and athletics competition rules online and referenced them
What might I do differently?
What did I learn?
What still puzzles me?
20/10/09 - Week 04 - CV and Respiratory systems integration
Integration of the Cardiovascular and Respiratory Systems
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 20/10/2009, 13:00 – 14:30, EA.C05, (AT), all students
Lab Session – 20/10/20909, 15:00 - 15:30, EA.C05, (GR), all students
What Went Well?
I got there; my attendance is still 100%
What might I do differently?
What did I learn?
Some facts about integration of the CV and Respiratory systems
Automatic (Involuntary Nervous System has two divisions parasympathetic is slow down sympathetic is speed up.
The meaning of the peaks etc. on an Electrocardiograph
Hypothalamus is at the base of the brain. Close to the cerebellum as it happens
The medulla controls PV
Vasoconstrictions is squeezing blood vessels
The heart has more controls to speed it up than to slow it down
Brachycardia (resting HR <> 100)
pH for arterial blood is around 6.9 – 7.5
Homeostasis relates to the body’s attempts to keep the status quo.
Assignment 1 – model answer plus other info is on the MLE
Need to check references within references to get a deeper more impressive list
What still puzzles me?
The assignment – what sports to choose?
How to get going on the assignment
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 20/10/2009, 13:00 – 14:30, EA.C05, (AT), all students
Lab Session – 20/10/20909, 15:00 - 15:30, EA.C05, (GR), all students
What Went Well?
I got there; my attendance is still 100%
What might I do differently?
What did I learn?
Some facts about integration of the CV and Respiratory systems
Automatic (Involuntary Nervous System has two divisions parasympathetic is slow down sympathetic is speed up.
The meaning of the peaks etc. on an Electrocardiograph
Hypothalamus is at the base of the brain. Close to the cerebellum as it happens
The medulla controls PV
Vasoconstrictions is squeezing blood vessels
The heart has more controls to speed it up than to slow it down
Brachycardia (resting HR <> 100)
pH for arterial blood is around 6.9 – 7.5
Homeostasis relates to the body’s attempts to keep the status quo.
Assignment 1 – model answer plus other info is on the MLE
Need to check references within references to get a deeper more impressive list
What still puzzles me?
The assignment – what sports to choose?
How to get going on the assignment
13/10/09 - Week 03 - The Respiratory System
The Respiratory System
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 13/10/2009, 13:00 – 14:30, EA.C05, (AT), all students
Lab Session – 13/10/09, 15:00 - 15:30, Sports Lab, (GR), Group 2 - 15 in group
What Went Well?
I got there; my attendance is still 100%
What might I do differently?
I would like to volunteer – but this week I was ill with a cold and sore throat
What did I learn?
I learned a lot about the Respiratory System
With directed tasks, It is useful to note down references as you go along
A manually drawn picture of the structure helped
What still puzzles me?
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 13/10/2009, 13:00 – 14:30, EA.C05, (AT), all students
Lab Session – 13/10/09, 15:00 - 15:30, Sports Lab, (GR), Group 2 - 15 in group
What Went Well?
I got there; my attendance is still 100%
What might I do differently?
I would like to volunteer – but this week I was ill with a cold and sore throat
What did I learn?
I learned a lot about the Respiratory System
With directed tasks, It is useful to note down references as you go along
A manually drawn picture of the structure helped
What still puzzles me?
06/10/09 - Week 02 - The Cardiovascular System
The Cardiovascular System
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 6/10/2009, 13:00 – 14:30, EA.C05, (AT), all students
Lab Session – 6/10/09, 15:00 - 15:30, Sports Lab, (GR), Group 2 - 15 in group
What Went Well?
I got there; my attendance is still 100%
The preparation helped
What might I do differently?
I might volunteer to take part in the lab exercise
What did I learn?
I learned a lot about the heart.
I have drawn a mind map of the CV System using mind42 to help with my knowledge. It looks like a helpful tool.
The Lab has 5 heart rate monitors which they loan out.
Before attending the lecture, I found Sewell’s chapter to be quite a hard read. I switched to Wilmore and found that a little easier. I did not manage to read the whole chapter but I definitely found the reading beneficial.
The books are a lot deeper than the lectures at this stage
I needed a lot of research to complete the directed task
I met in the Library with Chris and that helped
What still puzzles me?
What are acceptable levels of collaboration (study groups)?
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 6/10/2009, 13:00 – 14:30, EA.C05, (AT), all students
Lab Session – 6/10/09, 15:00 - 15:30, Sports Lab, (GR), Group 2 - 15 in group
What Went Well?
I got there; my attendance is still 100%
The preparation helped
What might I do differently?
I might volunteer to take part in the lab exercise
What did I learn?
I learned a lot about the heart.
I have drawn a mind map of the CV System using mind42 to help with my knowledge. It looks like a helpful tool.
The Lab has 5 heart rate monitors which they loan out.
Before attending the lecture, I found Sewell’s chapter to be quite a hard read. I switched to Wilmore and found that a little easier. I did not manage to read the whole chapter but I definitely found the reading beneficial.
The books are a lot deeper than the lectures at this stage
I needed a lot of research to complete the directed task
I met in the Library with Chris and that helped
What still puzzles me?
What are acceptable levels of collaboration (study groups)?
10 - 11/12/2009 - Aerobic Conditioning
Aerobic Conditioning Session
Lectures - Date, Time, Location, (Tutor), Students
Practical – 11/12/2009, 09:00 – 10:30, (GR) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
100% attendance maintained
I proved my fitness
2 Laps College, second slightly higher intensity than the first
2 laps rugby pitch fairly quick – then after 3 minutes recovery 1 fast lap
after recovery 2 sprints - Width of rugby field with a walk back plus 1 min rec
What might I do differently?
What did I learn?
The session was based on training for a 10K race
60% - 80% effort in training
0 -2 speed work sessions per week depending on level of basic fitness
Taper down maybe around 50% before a race
What still puzzles me?
With regard to AU clubs – how do I get 12 signatures?
(1) Me, (2) Tom Cooling, (3) Amy Wrightson, (4) Chloe Backshall (Colwyn Bay),
(5) Melanie Stevenson (Cardiff), (6) Nicki Cornock (Swansea), (7) Vincent Jones,
(8) Dean Mason
Lectures - Date, Time, Location, (Tutor), Students
Practical – 11/12/2009, 09:00 – 10:30, (GR) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
100% attendance maintained
I proved my fitness
2 Laps College, second slightly higher intensity than the first
2 laps rugby pitch fairly quick – then after 3 minutes recovery 1 fast lap
after recovery 2 sprints - Width of rugby field with a walk back plus 1 min rec
What might I do differently?
What did I learn?
The session was based on training for a 10K race
60% - 80% effort in training
0 -2 speed work sessions per week depending on level of basic fitness
Taper down maybe around 50% before a race
What still puzzles me?
With regard to AU clubs – how do I get 12 signatures?
(1) Me, (2) Tom Cooling, (3) Amy Wrightson, (4) Chloe Backshall (Colwyn Bay),
(5) Melanie Stevenson (Cardiff), (6) Nicki Cornock (Swansea), (7) Vincent Jones,
(8) Dean Mason
09 - 04/12/10 - SAQ (Speed, Agility and Quickness)
SAQ Session
Lectures - Date, Time, Location, (Tutor), Students
Practical – 04/12/2009, 09:00 – 10:30, (GR, NC) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
100% attendance maintained
I really enjoyed this session
It’s good for basic fitness
What might I do differently?
What did I learn?
SAQ equals Speed, Agility, and Quickness
Noted that SAQ drills can be found on Google
Learned how to use some of the equipment – Ladder, Hurdles, Parachute, Bungee Rope
Learned some basic exercises - High knees, Bum flicks, Lunges with twist, Cross over’s
Ladder – single step, double step, more complex steps
Hurdles – single step, double step, stride out
Parachute
Bungee Rope
I learned that I can use this in my sessions
I learned that there are courses available (ask Laurence Gulley)
With regard to AU clubs – I need 12 signatures
(1) Me, (2) Tom Cooling, (3) Amy Wrightson, (4) Chloe Backshall (Colwyn Bay), (5) Melanie Stevenson (Cardiff), (6) Nicki Cornock (Swansea)
What still puzzles me?
Lectures - Date, Time, Location, (Tutor), Students
Practical – 04/12/2009, 09:00 – 10:30, (GR, NC) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
100% attendance maintained
I really enjoyed this session
It’s good for basic fitness
What might I do differently?
What did I learn?
SAQ equals Speed, Agility, and Quickness
Noted that SAQ drills can be found on Google
Learned how to use some of the equipment – Ladder, Hurdles, Parachute, Bungee Rope
Learned some basic exercises - High knees, Bum flicks, Lunges with twist, Cross over’s
Ladder – single step, double step, more complex steps
Hurdles – single step, double step, stride out
Parachute
Bungee Rope
I learned that I can use this in my sessions
I learned that there are courses available (ask Laurence Gulley)
With regard to AU clubs – I need 12 signatures
(1) Me, (2) Tom Cooling, (3) Amy Wrightson, (4) Chloe Backshall (Colwyn Bay), (5) Melanie Stevenson (Cardiff), (6) Nicki Cornock (Swansea)
What still puzzles me?
08 - 27/11/10 Consolidation Lecture
Week 9 – Sports Rotation - Consolidation Lecture Preparation
The Netball Session
What I particularly liked about the netball session, apart from discovering that Netball is a sport after all
I liked the warm up session, the tag game and the passing balls in a group of 8 – two lines facing. I think I can use activities like these when warming up my young squad of runners.
I also learned some basic rules of netball and, like Charles, I learned that you have to be fit to take part in this sport.
Core fitness very important!
The Rugby Session
Like the netball, the Rugby session was enjoyable. If only I was younger; I could see the gaps and angles but couldn’t get there fast enough. I enjoyed getting squished in the mud and I’m sure my young running squad would love that aspect of the game. I thought Chris Cornford led a good warm up session. We learned some rules and the knowledge was given to us gradually, interspersed with some putting into practice. The scrummaging demonstration was interesting. The safety aspects were highlighted - very important too.
The Trampolining Session
I was on the trampoline for my final session in the series of sports rotations.
We learned some safety rules, then some actions, gradually building up in complexity. I noted that you can't sacrifice control for height.
The actions were quite foreign to me so I did find it difficult to understand (visualise) how I was performing so it was good to have a coach there to provide feedback and advise on corrective actions.
As an older athlete I felt that my restricted flexibility and agility limited the extent to which I could engage in this activity. However, I was not discouraged in any way and I appreciated the positive feedback from the coach and the other students. The value of such feedback should not be underestimated. I noticed that improvement came with practice even in such a short time.
I found it to be a very therapeutic exercise and good for my basic fitness; an activity that could be used on occasions to add interest to a predominantly fitness schedule based on weights and cardiovascular machines.
Week 9 – Review (Consolidation Lecture)
Lectures - Date, Time, Location, (Tutor), Students
Lectur – 27/11/2009, 09:00 – 10:30, (AT) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
100% attendance maintained
What might I do differently?
What did I learn?
This session was a review of what is expected for assignment 1
It included a review of aspects of the 3 sciences
It included an exercise involving 3 rules
I discussed rules with – Owen Jones; James Reader; Gavin; Dan; Gareth; Chris Cornford; Morgan; John Table Tennis from Oxford; Charlie
I discussed aggression with Rob and Dean
Jill might be able to help me with WWW references
SAQ equals Speed, Agility, Quickness
What still puzzles me?
The Netball Session
What I particularly liked about the netball session, apart from discovering that Netball is a sport after all
I liked the warm up session, the tag game and the passing balls in a group of 8 – two lines facing. I think I can use activities like these when warming up my young squad of runners.
I also learned some basic rules of netball and, like Charles, I learned that you have to be fit to take part in this sport.
Core fitness very important!
The Rugby Session
Like the netball, the Rugby session was enjoyable. If only I was younger; I could see the gaps and angles but couldn’t get there fast enough. I enjoyed getting squished in the mud and I’m sure my young running squad would love that aspect of the game. I thought Chris Cornford led a good warm up session. We learned some rules and the knowledge was given to us gradually, interspersed with some putting into practice. The scrummaging demonstration was interesting. The safety aspects were highlighted - very important too.
The Trampolining Session
I was on the trampoline for my final session in the series of sports rotations.
We learned some safety rules, then some actions, gradually building up in complexity. I noted that you can't sacrifice control for height.
The actions were quite foreign to me so I did find it difficult to understand (visualise) how I was performing so it was good to have a coach there to provide feedback and advise on corrective actions.
As an older athlete I felt that my restricted flexibility and agility limited the extent to which I could engage in this activity. However, I was not discouraged in any way and I appreciated the positive feedback from the coach and the other students. The value of such feedback should not be underestimated. I noticed that improvement came with practice even in such a short time.
I found it to be a very therapeutic exercise and good for my basic fitness; an activity that could be used on occasions to add interest to a predominantly fitness schedule based on weights and cardiovascular machines.
Week 9 – Review (Consolidation Lecture)
Lectures - Date, Time, Location, (Tutor), Students
Lectur – 27/11/2009, 09:00 – 10:30, (AT) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
100% attendance maintained
What might I do differently?
What did I learn?
This session was a review of what is expected for assignment 1
It included a review of aspects of the 3 sciences
It included an exercise involving 3 rules
I discussed rules with – Owen Jones; James Reader; Gavin; Dan; Gareth; Chris Cornford; Morgan; John Table Tennis from Oxford; Charlie
I discussed aggression with Rob and Dean
Jill might be able to help me with WWW references
SAQ equals Speed, Agility, Quickness
What still puzzles me?
07 - 20/11/10 Group Rotation (3)
Trampolining
Lectures - Date, Time, Location, (Tutor), Students
Trampolining – 20/11/2009, 15:00 – 16:00, the Sports Hall (Nia) – Rotation Group (1)
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
This session was enjoyable but a bit scary
What might I do differently?
What did I learn?
Some safety rules
Some actions, gradually building up in difficulty
It’s not about height, it’s about control
It’s about fitness too
What still puzzles me?
Lectures - Date, Time, Location, (Tutor), Students
Trampolining – 20/11/2009, 15:00 – 16:00, the Sports Hall (Nia) – Rotation Group (1)
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
This session was enjoyable but a bit scary
What might I do differently?
What did I learn?
Some safety rules
Some actions, gradually building up in difficulty
It’s not about height, it’s about control
It’s about fitness too
What still puzzles me?
06 - 13/11/10 Group Rotation (2) - Rugby Football
Rugby Football
Lectures - Date, Time, Location, (Tutor), Students
Rugby – 13/11/2009, 09:00 – 10:30, Sports Field (SL, AP) – Rotation Group (1)
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
This session was enjoyable but not as much as the netball
What might I do differently?
What did I learn?
Some rules
How to play touch rugby
How to learn to scrummage
What still puzzles me?
Lectures - Date, Time, Location, (Tutor), Students
Rugby – 13/11/2009, 09:00 – 10:30, Sports Field (SL, AP) – Rotation Group (1)
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
This session was enjoyable but not as much as the netball
What might I do differently?
What did I learn?
Some rules
How to play touch rugby
How to learn to scrummage
What still puzzles me?
05 - 06/11/10 Group Rotation (1) - Netball
Netball
Lectures - Date, Time, Location, (Tutor), Students
Netball – 06/11/2009, 09:00 – 10:30, Sports Hall (MT) – Rotation Group (1)
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
This session was very enjoyable
What might I do differently?
What did I learn?
Netball is a very sport which requires good fitness
Warm up drills – the tag game
Warm up drills – passing balls in a group of 8 – two lines facing
Some basic rules of netball
What still puzzles me?
Lectures - Date, Time, Location, (Tutor), Students
Netball – 06/11/2009, 09:00 – 10:30, Sports Hall (MT) – Rotation Group (1)
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
This session was very enjoyable
What might I do differently?
What did I learn?
Netball is a very sport which requires good fitness
Warm up drills – the tag game
Warm up drills – passing balls in a group of 8 – two lines facing
Some basic rules of netball
What still puzzles me?
04 - 23/09/10 - Psychology
Psychology
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 23/10/2009, 09:00 – 10:30, EA C5 (AT) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
What might I do differently?
What did I learn?
The groups
I’m in group “A” doing netball first
What still puzzles me?
The assignment – what sports to choose?
How to get going on the assignment
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 23/10/2009, 09:00 – 10:30, EA C5 (AT) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
What might I do differently?
What did I learn?
The groups
I’m in group “A” doing netball first
What still puzzles me?
The assignment – what sports to choose?
How to get going on the assignment
03 - 16/10/09 - Biomechanics
Biomechanics
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 16/10/2009, 09:00 – 10:30, EA C5 (GR) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
What might I do differently?
What did I learn?
I captured a reading list
Sewell was fairly heavy going.
Quantitive and Qualitative measures
Improves technique
Reduce Injuries
What still puzzles me?
When do I get started on the assignment?
Lectures - Date, Time, Location, (Tutor), Students
Lecture – 16/10/2009, 09:00 – 10:30, EA C5 (GR) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
What Went Well?
What might I do differently?
What did I learn?
I captured a reading list
Sewell was fairly heavy going.
Quantitive and Qualitative measures
Improves technique
Reduce Injuries
What still puzzles me?
When do I get started on the assignment?
02 - 09/10/09 - Physiology
Sports Physiology
Lecture – 9/10/2009, 09:00 – 10:30, EA C5 (GR) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
Notes
Courage - comfort zone
scientific sports analysis
physiological systems list
cv system
respiratory system
skeletal/muscular system
body temperature regulation
nervous system
stroke volume - higher in swimming due to supine position
week 2 part 2
white blood cells - immune system
red blood cells - transport
blood platelets - oxygen - cell fragments
sweat - much sweat comes from blood plasma - hence thickening of the blood
Respiratory system
requires warm moist air to exchange gases
nasal filter system
2 mins ventilatory response
2 mins to recovery
Pulmonary System Adaptations
What Went Well?
I got there; my attendance is still 100%
I had a brief look at the slides the previous evening. It allayed any fears I might have had
Met Jerome – he’s a 6’ 2” Basketball player
What might I do differently?
Absorb the lecture 100% - I lost concentration on the pulmonary systems adaptations slide
What did I learn?
Several bodily systems contribute to physiological effect
Two hours glycogen draining = 20 hours replenishment
Different sports provide different expected HRmax (supine v upright)
Different sports have different physiological requirements and effect
What still puzzles me?
How can more than 1 training session per day be implemented effectively?
What is appropriate clothing and what is the impact of humidity on the exercising human?
How does breathing through the mouth affect sporting performance?
What happens to blood pressure with exercise? Slide says up
Pulmonary System Adaptations – Lung Volumes and Capacities
Pulmonary System Acronyms (FVC = Forced Vital Capacity, TV and VE)
Lecture – 9/10/2009, 09:00 – 10:30, EA C5 (GR) all Sports Coaching Students
Drop in – Monday, 13:00 – 15:00, EA A10 (AT),
Tuesday 10:00 – 12:00 EA A10 (MT, CW)
Notes
Courage - comfort zone
scientific sports analysis
physiological systems list
cv system
respiratory system
skeletal/muscular system
body temperature regulation
nervous system
stroke volume - higher in swimming due to supine position
week 2 part 2
white blood cells - immune system
red blood cells - transport
blood platelets - oxygen - cell fragments
sweat - much sweat comes from blood plasma - hence thickening of the blood
Respiratory system
requires warm moist air to exchange gases
nasal filter system
2 mins ventilatory response
2 mins to recovery
Pulmonary System Adaptations
What Went Well?
I got there; my attendance is still 100%
I had a brief look at the slides the previous evening. It allayed any fears I might have had
Met Jerome – he’s a 6’ 2” Basketball player
What might I do differently?
Absorb the lecture 100% - I lost concentration on the pulmonary systems adaptations slide
What did I learn?
Several bodily systems contribute to physiological effect
Two hours glycogen draining = 20 hours replenishment
Different sports provide different expected HRmax (supine v upright)
Different sports have different physiological requirements and effect
What still puzzles me?
How can more than 1 training session per day be implemented effectively?
What is appropriate clothing and what is the impact of humidity on the exercising human?
How does breathing through the mouth affect sporting performance?
What happens to blood pressure with exercise? Slide says up
Pulmonary System Adaptations – Lung Volumes and Capacities
Pulmonary System Acronyms (FVC = Forced Vital Capacity, TV and VE)
Subscribe to:
Posts (Atom)
