25/03/10 - The Start

I have found some literature on the Government Game Plan and other aspects of sports development in the UK and I have stored some references in Ref Works and in my TDEVA dropbox filing system.

I have also created a mind map

99 - 16/03/10 - Final Module Evaluation

Completed 16/03/10

99 - 12/03/10 - Final Module Evaluation

Completed in week 24

99 - 16/03/10 - Final Module Evaluation

Completed on 16/03/10

01 - 02/10/09 - Introduction

Pheobe goes running (friends) how not to do it!

Harvard Referencing

Assignment 1 - team / individual

compare/ contrast

eg lane/field markings

read the brief!!

Directed Task 300 words

20 - 23/04/10 - Team Challenge (Pontypool Park)

19 - 19/03/10 - More Sports Skills Demonstrations (Not me)

18 - 12/03/10 - ASS 2 - Sports Skills Demonstration

17 - 05/03/10 - Orienteering (St Julians Woods)

11/03/10 - Presentation Notes

We got together as a group in the library on 03/03/10 - 1 week before the presentation this worked well.

Our presentation was on 09/03/10 we were 3rd on!

I have got 2 slides on motor learning as my part of the presentation.

Motor learning is a taught skill whereas motor development is age related change

a skill is acquired deliberately through practice or experience

growth / maturation (Denzil and Chris)

what about other senses - audio / visual / perception

Karl Newell model (1986)

Individual / Task / Environment

Vision develops in parallel with locomotion to the age of about 10

Auditory - develops from birth in about 6 months

kinesthetic

Motor learning - - tennis girl slide (just as Britain lose to Lithuania)

the 4 sports slide - environment - typically british sports

starting the race / dribbling (also the you tube slide)

hockey / golf

Jean Piaget - Swiss psychologist / philosopher

Karl Newell - Model for Motor Development (mentioned in Haywood)

07 - 02/03/10 - LTAD

LTAD development 10 years or 10,000 years

Balyi et al (1999, 2001, 2004)

Components of athletic ability need to be trained through childhood

Balance
hand/eye coordination
technique (skill)
confidence/motivation/psychology
concentration/focus

5 S's Stamina, Strength, Skill, Speed and Suppleness

growth spurt - don't overtrain - windows of opportunity

see this link for LTAD - www.ltad.ca

see table 1 in the slides

concerns - growth / overtraining / schoolwork

weight / mass / scales accuracy

sensitive information - height

stature minus sitting height = subischal length

skeletal breadth

calf - gastrocnemius

baby head circumference is a common measure

skinfold thickness

triceps

subscapular
medial calf

suprailiac

abdominal

body fat % - male 12% - 18% ; female 16% - 28%

bioimpedance - very inaccurate

changes in physique (slide)

somatotype -
endomorphy, mesomorphy, ectomorphy

Hormonal changes

Little man syndrome (Napoleon Complex)

references - see slide but Haywood definitely

Skill Acquisition Piaget 155.413 PIA - the essential piaget

07 - 02/03/10 - The Coach /Parent / Athlete Triad

Reference Byrne, 2002

Parent Involvement Continuum Hellstad (1987)

Bill of rights (on moodle)

The Parent involvement continuum (on Moodle)

Directed task 400 words on Parental influences in athlete development

12 - 02/03/10 - Organising Sports Competitions / Frisbee Challenge

20 students attended the lecture out of an initial complement of 53.

Why have competition?

Goals/Improvement
Fun
See who is best
Learning environment
Motivation
Goals/Targets
Health Benefits
Social Interaction

Types of Competition

International
Selection
Team
Individual
Adults/Children/Age Groups
Weight Categories - Rugby/Boxing/etc.
Gender
team/individual
Amateur/Professional
Disability
Open/Closed
Selection
Small/Large
Novice
Handicap

Formats

Leagues
Ladders
Ranking
Knock-out
Tournaments
Friendly Matches

10/03/10 - Assignment Review

What went well?
In general the write up was good and was marked as an A-


What would I have done differently?
I didn't get the coaching plan from Denzil until the day of the session. I needed it before then to add coaching points.

What did I learn?
There were comments on using references but not making it clear what is actually stated in the referenced document.
"We" is not first person!

What still puzzles me?

05/03/10 - Optional Workshop - Qualitative Research

19/02/10 - Optional Workshop - Quantitative Research

This was with Liv and Heather. After a brief lecture we went to the IT suite and had a practice with SPSS.

12/02/10 - Consolidation Lecture - Qualitative Research

Qualitative Research

With Jo Brayford (?)

Interviews - Individual / Focus Groups (8 - 12 people) / Ethnography / + etc (see slides)

Ethnography - e.g study behaviour of football hooligans for example.

participant or non-participant (become native / see only what they want you to see)

Cannot generalise on the basis of one study

Qualitative provides the human side - the intangibles that number crunching (Quantitative Research) cannot reveal - cannot generalise!!

Quantitative Research (Heather Watkins)

Ordinal data - can rank but not measure

Discrete v Continuous

Related - unrelated

eg fitness levels / sporty / sedentary

SPSS

Descriptive and or Inferential

Descriptive = mean, mode, median, range, std dev.

small std dev indicates results are closely grouped around the mean.

Inferential - Statistical tests - ANOVA, regression, correlation etc.

Probablity

Dice = 50/50 ; scale = 0 <---> 1 ;

Significance

p-value < 0.05

p-value > 0.05 means result is not significant.

Differences

T-tests

one sample T-test reveals the p-value (probability)

two sample T-test (?)

Dufferences

Inferential Difference - one way Anova Analysis of Variance

Correlations

coefficient is a number between -1 and 1

1 = perfect correlation
0 = no correlation
-1 = inverse correlation

Pearson's Product (?)

16 - 26/02/10 - Movement Analysis

We did a movement analysis session with George. Playing volleyball. The group was split into two sets. 9-10 and 10-11. I was in the first hour. We were split into four teams. While 1 & 2 were on court, 3 & 4 were on the balcony doing movement analysis and vice versa. We had a diagram of the court. We had to pick one player and make a note of their movements. Eg A=ace, SE=set, B=Block, O=out etc.

I did Jade and gave her the sheet. Nobody did me!!

00 - 19/02/10 - Reading Week

15 - 12/02/10 - NISV Rotations (4) - Multi Sport 2

12/02/10 - (15) - NISV Rotations (4) - Multi Sport

14 - 05/02/10 - NISV Rotations (3) - Multi Sport

06 - 23/02/10 - Part 2 - Child Protection

Why?

Legal Responsibility

Duty of Care

Appropriate Load/Fequency

Participation/Retention

Health and Wellbeing

Injury prevention

appropriate sports and social development

----------------

Responsibility
strategy and standards
identify and respond to threats
share knowledge and skills with others
safeguard oneself

---------------------------------------------
Definition of abuse (on slide)

Physical, sexual, emotional, neglect, verbal
-----------------------------------------------

inappropriate training
fabrication/deliberate inducement of injury
(Munchausen by Proxy)
----------------------------------
Sport OR Abuse - some dangers

No coercion

Pushy parents!!

innapropriate age grouping

trips/tours away

touching - dealing with injury

overnight stays

photography

Obligations

Code of conduct, NGB Ruls

vigilance - sensitivity - report concerns - don't to anything alone

Reference - NSPCC web site (Child Protection in Sport Unit)

Example - Shanghai China Circus videos on you tube (have been removed from the web site)

06 - 23/02/10 - Part 1 - Learning Sports Skills

We discussed innate v learned skills

performing skills with minimum energy

perception - decision making - activity production

Practice - a deliberate attempt to learn a skill

(Magill, 2004)

Learning ... a change (see slide)

detrimental effects - drugs, lack of sleep, moods, stress etc...

Practice - permanent change enduring for months or years

temporary effects

Motor Skills Development (Piaget, 1972)

CC says there is a concern that today's kids with their TV and computer games may not learn motor skills.

we discussed things that can be done to assist kids in learning

equipment sizes (small balls and pitches)

encourage play rather than competition

restrict the number of events/distances

smaller hurdles/weight of equipment

11 - 23/02/10 - Group Powerpoint Presentations

In a group of 4 - Denzil; Chris; Chris and myself. We had 1 hour to put together a presentation on the subject "Coaching Philosophy". We then delivered it in the lecture theatre to the other groups who also delivered a similar presentation on different coaching topics. This is a bit of good practice for the TDEVA assignment which is coming up s00n. The presentation had to be around 10 minutes long. The ighlight for me was the presentation by Dean's group - the interaction between the presenters was great. Our own Chris Cornford did a good bit of Open Questioning.

09/02/10 - Optional Journal Searches Workshop

The session was held in the library by Gill and Karen

We discussed a little about Literary Reviews.

Describe the definitions - signpost the approach

Sources -

websites - myilibrary, Netlibrary.

journals database
e-journals list
Oxford reference online
Google Scholar

Academic Search premier

Criminology, JSTOR, Medline, Psycharticles
Social Care Online

Joseph Rowntree

Click on these page links to see the exercise sheets - Page 1, Page 2, Page 3, Page 4

05/02/10 - Week 4 - Workshop Sample Research Q and Hypothesis

I worked in partnership with Anton to dream up a research question and hypothesis.

An investigation into the occurrence of fatigue related injuries in soccer.

05/02/10 - Week 4 - Quantitative Research (RT 3)

MB A25 / Liv Kosnes (RT3) Section 2 - Quantitative Research Design (Experiments)

Independent Variables (IV) vary in a controlled or manipulated way.

These variables are ones that are more or less controlled.
Scientists manipulate these variables as they see fit.
They still vary, but the variation is relatively known or taken into account.
Often there are many in a given study.

Dependent variables (DV) are measured or registered and vary in relation to the IV

Dependent Variables are not controlled or manipulated in any way, but instead are simply measured or registered.
These vary in relation to the independent variables, and while results can be predicted, the data is always measured.
There can be any number of dependent variables, but usually there is one to isolate reason for variation.

Three types of experiments:

Controlled (Laboratory) Experiments
Highly controlled / artificial.
Field Experiments
Controlled variables in a natural environment.
Quasi (Natural) Experiments
We have no control over the independent variable – it’s ‘naturally’ occurring (e.g. Gender).

Variable
Something that we which to study which varies.

Variation
The way a variable changes

To conceptualise a variable means to clarify what you mean from different definitions of the variable - eg bone type could be described as spongy or compact or be classified in terms of long, short, flat, Irregular and Sesamoid

IV = Cause, DV = effect

experimental groups and control groups
The group of participants to whom the independent variable is administered is called the experimental group.
The other group is called the control group.
The control group and the experimental group should be the same in all other ways.
The only way in which they should differ is on the independent variable.

In controlled experimental designs, the researcher controls which participants receive the independent variable and which participants do not (e.g. participation in study group or not), and in doing so, forms the groups

in quasi-experimental designs, the researcher studies groups that ALREADY have preexisting differences.
The groups differ on the independent variable, but the researcher doesn’t CONTROL this difference between the groups.
E.g. males and females may differ in their academic performance irrespectively of participation in study groups.

Correlation and Causation

Correlation does not means causation. There may be a third (unknown) variable - eg the churches and bars example.
When you find a lot of bars, you also find a lot of churches, although probably neither of them causes (depends on) the other but the population size may be a determinant

Variables

05/02/10 - Week 4 - Critical Thinking (RT 2)

MB A25 / Enzo Rossi - critical thinking

But before we started mark.edwards@newport.ac.uk spoke about international study opportunities (student exchange).

Constructing Arguments

Premises & Conclusions

P1 - fact 1
P2 - fact 2

C1 - conclusions (therefore a should statement)

You dont want/desire smelly clothes
smoke makes clothes smell

you should not smoke (have a reason not to)

Valid/invalid and sound/unsound

this is not always straighforward logic as we shall see.

soundness means facts (premises) are correct.

valid means conclusion can be correctly drawn from the premises.

there are 4 combinations therefore: valid/sound, invalid/sound, valid/unsound, invalid/unsound

soundness plus validity gives the truth

necessary and sufficient conditions

X is necessary for Y means If Y then X

X is sufficient for Y means if X then Y

smoke is necessary for fire (if all fire has smoke)
fie is sufficient for smoke

causation and correlation

correlation is a necessary but not sufficient condition for causation

References

R. van den Brink-Budgen (2000). Critical Thinking for Students. Oxford: How To Books.
J. Moon (2008). Critical Thinking. New York: Routledge.
M. Murrray & N. Kujundzic (2005). Critical Reflection. Montreal: McGill-Queen’s University Press.
V.R. Ruggiero (1998). The Art of Thinking. New York: Longman.

10 - 09/02/10 - Sports Injuries / assignment 1 - review

MB A/26 - Sports Injuries - Consideration for Coaches (AT)

Sport carries potential for injury for adults and children

• children U8
• less co-ordination
• different reaction times

Height/Weight differences

• weight categories

Coaching Philosophy

• performance/participation
• win at all cost
• team requirements

Injury types

• breaks/tears/dislocations/eye injuries/concussion
• Overuse injuries/recurring injuries (coming back to soon)
• Chronic injury - treatment - return slowly / safe OR sorry!
• old people - brittle bones
• fracture types - compact/greenstick etc

Implication for coaching - think abiut who you are working with

Overuse

1. Knee Injuries
Osgood/Schlatter

2. Little League Elbow
micro massage/ice/repeat

3. Swimmers shoulder
incorrect techniquessee slide for injury prevention

4. Shin Splints
small cracks in bone

5. Back trouble
Spondylolysis = spinal injuries

growth
girls settle down height wise usually at about 16 - boys are later

warm up should be appropriate/adequate

appropriate training loads

appropriate equipment size - short tennis

The following web sites were referenced on the MLE

Preventing Childrens Sports Injuries

Medscape Today - Sports Injuries in Children - (need to register with them)

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05 - 09/02/10 - Part 2 - The 50 Question Anatomy Quiz

05 - 09/02/10 - Diet and the Young Athlete / New MIP for TDEVA

The MIP for TDEVA is to be reissued to reschedule the ASS2 presentations.

10 - 11 yrs approx 2000 cals/day

we did a practical exercise on Base Metabolic Rate and BASAL.

The young athlete - bone growth v muscle growth
need protein for muscle growth
Fat intake plus Iron - vitamins and minerals
Iron deficiency promotes oxygen transport deficiency due to haemoglobin issues
vitaminC is required to help absorb iron.
symptoms - breathlessness / walking problems

potatoes contain vitamin C

2 tblespoons of veg = 1 of the 5 portions

Calcium - bones and blood
35 is the age limit for bone development

Vitamin D

Weight Control / Psychological Support

Dietary Support

Fluids - pint of water before training

15 - 20 mins / water is probably better for kids

Tooth decay issues

04 - 02/02/10 - Part 2 - Skeletal muscle

Name 10 !

Biceps, Triceps, Pectorals, Adductor, abductor, Hamstring (*3), Quadriceps * 4, calf - soleus gastronemus, deltoid

directional muscle bones / joints / muscles - test next week!

04 - 02/02/10 - Motor Development - The First Year

Growth Maturation & Motor Development: Early Motor Development the first year
Chris Cashin - EA / Co5

Motor Development - development of movement abilities

learn definitions of motor learning, motor control etc. - see slides

slides show development from birth - 1 month, 2 - 3 months, 4-6 months, 7-9 months,
10-12 months, then discusses play activities in the first year

why is all this important?

If weight falls away then risk of cot death

New dates for presentations - 9/16 March

What about child obesity!!

Children who don't do exercise become adults who don't do exercise

change for life scheme

5 * 60

climbing higher etc...

04/02/10 - Student Led Coaching inc. ASS 2

Denzil and I delivered our coaching session for Assignment 2. We were graded B12.
We also participated in several other student led coaching sessions.

In addition I have completed the write up which needs to be handed in before next Tuesday mid day.

What went well?
I learned some football skills activities

What would I do differently?
Let the session overrun if necessary

What did I learn?
It was not quite such as strain for me this week

What still puzzles me?

09 - 02/02/10 - Student Led Coaching (ASS 2)

Denzil and I delivered our coaching session for Assignment 2. We were graded B12.
We also participated in several other student led coaching sessions.

In a ddition I have completed the write up which needs to be handed in before next Tuesday mid day.

What went well?
I learned some football skills activities

What would I do differently?
Let the session overrun if necessary

What did I learn?
It was not quite such as strain for me this week

What still puzzles me?

29/01/10 - Week 18 (03) - Research Tools (1)

Watkins, H.; Kosnes, L; Calder, G. 2010. Introduction to Research: Research Tools 1. University of Newport, Wales, MB/A25. 29 January 2010.

In the lecture at 1pm Heather commenced the presentation. She discussed the differences between method and methodology.

Method = Tools; Questionnaires, Census etc.
Methodology = The way of doing things; Theory and Analysis.

The question was posed - What is research?

It is systematic and a scientific method of enquiry
there is a cyclical process (see slides)

there are well defined steps and stages to research

The difference between a hypothesis and a research question was discussed. A research question may be fairly broad, a hypothesis is much narrower - it is a statement or assertion that can be tested. E.g. A dead battery experiment.

A reference to Marshall & Rossman (1999, p.9) was provided with regard to Choosing a question.

This was in regard to "Should do-ability"; Do-ability; Want to do-ability. Marshall & Rossman (2006, p. 11) appears to be the same text.

4th edition Designing qualitative research - By Catherine Marshall, Gretchen B. Rossman

Heather then handed over to Liz Kosnes who gave an overview of 10 research methods (7 Qualitative and 3 Quantitive)

Research Question(s) is/are the key. Methods must answer the question and must be rigorous.

The types of research were described e.g. case study, questionnaire, Focus groups etc. with pros and cons (see slides)

Liz talked about experimental research, control groups etc. and also the need for research to be Valid, Reliable, Replicable, Consistent, rigorous, trustworthy, application/analysis

"The most common error made in reading [and conducting] research is overlooking the methodology, and concentrating on the conclusions. Yet if the methodology isn’t sound, the conclusions and subsequent recommendations won’t be sound.” - Patricia Goubil-Gambrell

Gideon took over and mentioned that his sample literary reviews are now available on Moodle.

He then started on the topic of Research and Ethics

Pitfalls - informed consent, vulnerable groups (e.g. children), unintentional disclosure, confidentiality (keep secret), anonomise (anonymous results)

He mentioned Tim May - but the MLE link to the reading task does not seem to work at present.

We looked at a "Better Runner" example and asked hat this means?

e.g. speed, technique, style, age/gender, sprinting v distance etc.

value-driven

openness/consent/risk assessment/protection of personal data - personnaly sensitive material, care with vulnerable people, clarity in communicating outcomes

There is a University Ethics Policy and all students must complete form RE1

see slides for DT3 and reading

The Workshop - with Heather.

We took part in a study for the 3 rd year students. watched a video and answered a questionnaire.

Heather was disappointed with the take up of last weeks DT2. We were supposed to be moving on to Research. She packed up and let the time wasters go.

Myself, Denzil, Chris, Kate + 1 stayed for a discussion. We talked about the Literary review. We discussed sport and social classes - is there a correlation?

the ways to investigate - either the perception or an actual sample!

What went well?
I have done DT2 and I'm well prepared to do the Literary Review
I am 100% still

What would I do differently?

What did I learn?
University stuff related to research e.g. form RE1

What still puzzles me?

13 - 29/01/10 - NISV Group Rotations (Tennis - 2)

We are at the NISV for the second week of 4 - I am doing tennis

Tennis : Becca Strelzyn
MultiSport : Mel Tuckwell
Football : Jamie Sherwood
Swimming : Andy Thomas

We started with a tennis orientated warm up.

Jog out, jog back (backwards) * 2
out and back sideways * 2
out and back sideways cross legs * 2
out and back high kick to hands
out and back inching on hands and feet

we practiced volleys
we practiced coming into the net to volley and win the point
we practiced volleying close together, picking up the dishes
we practiced some rallys in pairs playing 1 ground shot then 1 volley
we split into teams and played team games - 3 single players plus a doubles game.

what went well?
This was very enjoyable and I thought would be good for the kids

What would I do differently?

What did I learn?
The whole concept of mini tennis

What still puzzles me?

03 - 26/01/10 - Skill Acquisition in Sport / The skeletal system (Part 2)

Session 1 (EA/C05 - 1 pm) - Skill Acquisition in Sport

TUCKWELL, M. 2010. The Developing Athlete: Skill Acquisition. EA/C05, University of Wales, Newport. 26 January 2010.

Skills are innate or learned. Motor skills are“skills in which both the movement and the outcome of action are emphasised.” Newell (1991)

We discussed innate skills such as walking, running, hopping, skipping and jumping. We then talked about learned skills in sport such as Table tennis skills - ball spin, watching the ball, shot timing and co-ordination.

Children also learn emotions. We discussed fine motor skills such as Rifle shooting and gross motor skills such as cycling.

There is a slide in the presentation which shows skills classification. into the following skill types
Fine and Gross Skills, Open and Closed skills, Skill Cycles, Serial Skills, Skill Pace

We then learned about Adams (1971) Closed Loop Theory, which proposed that in order to learn a skill, two memory domains must exist. The memory domains were separated by the distinction that one was associated with the initiation and implementation of the skill, while the other acted as a template or benchmark against which the action skill is compared.

We discussed proprioception and the old drink driving test (walking along a straight line).

Schmidt's (1975) Schema Theory extends the closed loop theory

Newell's (1991) Ecological Theory and various types of perception.

Anticipation skills.

Decision Making

Movement Patterns

Acting – planning and controlling movement

Athlete produces a desired movement:-

First must first organise the movement in advance (by planning the signals to be sent to the muscles)

Then initiate the movement (necessary signals from brain to the muscles)

Then control the movement (by monitoring feedback).

Schmidt, R A & Wrisberg, C. A. 2000. Motor Learning and Performance (2nd Ed.) Champaign, IL: Human Kinetics.

Session 2 (EA/C05 - 2:35 pm) 2 - The skeletal system (Part 2)

THOMAS, A. 2010. The Skeletal System (Part 2). EA/C05, University of Wales, Newport. 26 January 2010.

Note I found a number of videos on joints on youtube - click here for one and there are more associated too.

Joints: Classifications, structures and function

formation or functions

(1) Space between bones - synovian cavity

(2) Connective tissue that binds bones together - ligaments, muscles

Structural Classification
Fibrous - Collagen rich
Cartiliginous - Cartilage
Synovial - this the biggest group has a joint cavity

Functional Classification
Synarthrosis - immoveable
Amphiarthrosis - partly/slightly moveable
Diarthrosis - moveable

seek out examples of each. Eg the sutured joints of the skull are immoveable
the vertebrae joints are partly moveable
the hip joint is fully moveable
(AT) recommends Marieb - Human Anatomy and Physiology (612.MAR) 7th edn

We then did Planes and axis of rotation - see presentation slides on moodle for examples. This includes flexion, extension and hyperextension. We tried to visualise the movements and associate them with sporting actions and activities. Eg circumduction - backstroke, butterfly, bowling;

special movements eg inversion eversion of foot and supination and pronation.

Planes
Planes Sagittal divides left and right (horizontal axis) . Frontal divides posterior and anterior (sagittal axis) , Horizontal divides on the verticle axis

We finished with a presentation on the 3 types of lever systems relating to for example the angular motion through muscles and joints (e.g. linear - running).

Force arm and Resistance arm movement around a fulcrum.

We talked about Torque (the turning force) and the three types of lever - 1st Class (e.g. head), 2nd Class (e.g. standing on tip toe) and 3rd Class. the latter is the most common in the human body

What went well?
I was there
I took notes
I found some videos on You Tube

What would I do differently?

What did I learn?
There was a lot in these lectures

What still puzzles me?
There was a lot of material in this lecture that I will need to review and learn

26/01/10 - First Student Led Coaching Session

We participated in four student led coaching sessions as a part of the assignment 2 assessment.

We did Golf with Steve and Anton, Football, Football and Rugby.

In general the coaching was good there were some points to be learned though.

What went well?
I learned some coaching points

What would I do differently?
Introduce myself and Denzil.
Talk about over training and injury.
Talk about health and safety.
Talk about the session content and time - 20 mins is not too long.
Cool downs should be cool downs.
For football - think about football specific movement.
warm up move backwards and forwards
Timing
note cards
encourage communication
bibs for team distinction

What did I learn?
It was hard work for the oldies
They grade you on the spot.

What still puzzles me?

08 - 26/01/10 - Student Led Coaching

We participated in four student led coaching sessions. These sessions are a part of the assignment 2 assessment.

We did Golf with Steve and Anton, Football, Football and Rugby.

In general the coaching was good there were some points to be learned though.

What went well?
I learned some coaching points

What would I do differently?
Introduce myself and Denzil.
Talk about over training and injury.
Talk about health and safety.
Talk about the session 20 mins is not too long.
Cool downs should be cool downs.
For football - think about football specific movement.
warm up move backwards and forwards
Timing
note cards

What did I learn?
It was hard work for the oldies
They grade you on the spot.

What still puzzles me?

23/01/10 - Writing bit

Organisation and Management of session

20 minutes - use timer

health & safety - duty of care

purpose - teach skills

philosophy - enjoyment

process - planning, execution, review

warm up - physiological aspects

child aspects - child is not a young adult

retention in sport

Session Content

warm up - sport specific

skills

small sided game - participation, enjoyment,

cool down - muscle efficiency, heart rate, time for reflections

explanations

Coaching Communication

see lecture notes


enjoyment

20/01/10 - Assignment overview

I am doing the Practical part of this assignment with Denzil

As part of your module delivery you will be required to co-plan with a peer student and deliver a 20 minute coaching session. Your module tutor will organise the coaching schedule and will post these details on the MLE 2 weeks before your coaching session.

It will be your responsibility to co-plan the coaching session and to present one paper copy to your tutor prior to starting your practical assessment.

The written submission should include you coaching plan and your coaching evaluation. The written evaluation should be a maximum of 1200 words and set out under the following headings.

· Organisation and Management of session

· Session Content

· Coaching Communication

Your coaching assessment should highlight your reasons for the construction, management and communication styles used. These reasons should be informed and supported by links to academic literature. You should demonstrate your ability to utilise a range of materials, which may include books, edited books, journals and on-line resources.

07 - 19/01/10 - Pedagogy & Assignment 2 outline

WI have created a blog for SPOCO Assignment 2 which is here - Assignment 2

Andy presented an outline, we have to do a 20 minute coaching pratical session in pairs. Plan the session and deliver it with a partner but the written work is an individual exercise. I am doing Football with Denzil, he has provided three sample sessions.

THOMAS, A. 2010. Coaching Pedagogy. MB/A26, University of Wales, Newport. 19 January 2010.

Part 1 9:00am - Coaching Pedagogy

Key Points
10 Teaching / Coaching styles
5 Reproductive 5 Productive
Move from Direct Control (Teacher/Coach) to autonomy (Pupil/Athlete)
Flexibility of the use of styles
Styles link with coaches beliefs re learning
Coaching takes place in a social context

The spectrum

Teacher Led <----> Pupil Initiatives

eg A = command, B = Go off and Do. We thought of examples from "A" to "J" on the spectrum

A - Teacher Led demo
B - Drill Demo
C - For experienced athletes
D - Self check, race pace judgement for example
E - Ability split (age groups perhaps?)
F - Guided Discovery - Race pace again
G - (convergent), 1 solution - Baton change
H - (divergent), many solutions - Down to personal skills and strengths eg beating the keper in football
I - Individual program - Training Schedule
J - Learner Initiated - I write schedule, coach comments

PICHERT et al. (1976) teachers who used Mosston’s teaching Spectrum provided
more individual feedback
displayed less domination of lessons
allowed more time on task

ASHWORTH (1983) teachers who had Spectrum training engaged learners in
more time on task
used more feedback
engaged in more private and individual interactions with pupils
gave fewer negative statements
circulated more among children
altered their teaching method more frequently

Teaching styles – not just strategies, are more of a belief of how learning may take place (TINNING et al. 1993)

MORGAN (2008) suggests that ‘coaching / teaching is a social practice that involves
the values and philosophy of the individual coach and athletes
the objectives of the activity
the context’.

Directed Reading - Chapter 1 Pedagogy for Coaches
Jones, R. et al., 2008. an introduction to sports coaching: from science and theory to practice. London: Routledge.

In the second part of this weeks sessions we went to the sports hall where we were divided into 6 groups each group grabbed some equipment and devised an activity. eg we did a multiple ball game. We reviewed the 6 games giving consideration to Health & safety, participation (inclusion) and enjoyment. Each group then swapped with one of the others and attempted (a) to improve the game and (b) to add a scoring system.

What went well?
It was a decent ball game - calling numbers to choose the ball

What might we have done differently?
the original ball game start was a bit dangerous (team 2 changed it)
I would have liked to see some SAQ ladders

What did I learn?
dizziness!!
hula hoop trip danger
doing someone elses game was quite interesting - better than the original thought i think
lots of recommended reading!

What still puzzles me?

20/01/10 - Blog Create

Permissions
Access is set to authors only, I am the only author.

Basic
"Add your blog to our listings?" is set to No
"Let search engines find your blog?" is set to No
Settings are saved

Formatting
Time zone is set to GMT (London)
Settings are saved

19/01/10 - Blog Settings Review

Permissions
Access is set to "only these people" and there are no people in the list

Basic
"Add your blog to our listings?" is set to No
"Let search engines find your blog?" is set to No
Settings are saved

Formatting
Time zone is set to GMT (London)
Settings are saved

19/01/10 - Iteration 0

Blog Set Up

Permissions
Set access to authors only

Basic
Set "Add your blog to our listings?" to No
Set "Let search engines find your blog?" to No
Save settings

Formatting
Set time zone to GMT (London)
Save settings

Web Site Set Up
Add code to provide brief details of Assignment with link to Blog.

22/01/10 - Week 17 (02) - Literature Reviews

CALDER, G. 2010. Introduction to Research: Literature Reviews. MB/A25 UWN. 22 January 2010.

Our workshop at 3pm is with Heather Watkins in IBJ/A6

There are some Searching Skills optional workshops that we can attend in the library.

Fri 5 Feb 12-1pm
Mon 8 Feb 1-2pm
Tues 9 Feb 12-1pm
Wed 10 Feb 1-2pm

Literature Reviews

more about Literature reviews. It is an analysis of what has been written about the topic, not an analysis of the topic itself. It is analysis which encompasses different perspectives.

We have to locate (1), Assess Relevance (2), Show command of the subject (3), Show awareness of problematic or contested areas of the topic (4)

Gideon will post a couple of examples on the MLE - 1 good and 1 bad example

see slides for 11 features of a good review.

step 2 - context

eg. UK or worldwide; current or historical; limitations; language etc. use the context to decide on search parameters.

step 3 - search strategy

analyze topic, identify concepts and keywords.

search for all keywords at once

step 4 - consider synoynms and abbreviations

young people - teens - teenagers youth adolesence

ASBO

wider/narrower terms

Media = TV computer games internet newspapers etc

alternative spellings behaviour/behavior

correlaton v cause / effect relevance

use Boolean terms in search eg. violence AND media AND teenagers

teenagers NOT children

use wildcards
behavi?r (? or #)
viol*

use advanced search features eg EBSCO has an advanced search

record google search results and counts

PROMPT

P - presentation
R - Relevance
O - Objectivity
M - Method
P - Provenance
T - Timeline

Don't forget directed task DT2 is on MLE

Workshop
3pm IBJ/A6

Heather Watkins (Psychology Lecturer)

Topic - Sport and Exercise are good for your health

Intra library loans for journals

EBSCO

Define terms in the introduction

Sport - Exercise (are they different?)

Health - Well being, physical health

Use Signposting!!

setting the scene

Main body
identify research related to the question
evaluate/explain/describe
advantages/disadvantages
repeat for each piece of literature

conclusion - summary of what was just said!

all 3rd person!!

Remember Jim Fixx Phillipedes Guto Nyth Bran and the Great North Run

deadline 26 feb 2010

what went well

i did the dt1
iam 100% still

what could i have done differently

What did I learn?

what still puzzles me

12 - 22/01/10 - NISV Group Rotations (Tennis - 1)

We are at the NISV - I am doing tennis

Tennis : Becca Strelzyn
MultiSport : Mel Tuckwell
Football : Jamie Sherwood
Swimming : Andy Thomas

We started with a tennis orientated warm up.

Jog out, jog back * 2
out and back cross legs * 2
out and back wide stance to narrow with hop
sideways running
high knee and lunges
etc

mini tennis with cones to aim for
mini tennis cross court and down the line
mini tennis starting at the back of the court for 4 shots then play the rally
mini tennis serve return catch
mini tennis playing for points and swapping opponents
mini tennis teams
mini tennis doubles

what went well?
This was very enjoyable and I thought would be good for the kids

What would I do differently?

What did I learn?
The whole concept of mini tennis

What still puzzles me?

02 - 19/01/10 - Maturation / Human Anatomy Pt 1

The Maturation process and its effect on sports participation (MT)

TUCKWELL, M. 2010. Growth, Maturation & Development: Development of Human Locomotion. EA/C05, University of Wales, Newport. 19 January 2010.

We had a look at a child growth and development recap video.

It was noted that due to differences in growth rates etc. some authorities now focus on technical ability rather than strength.

The lecture main topic was locomotion.
Crawling
We looked at crawling rate limiters - Balance, co-ordination and timing, confidence and motivation, strength.
Walking
the slides describe walking and indicates what happens with aging. Muscle loss and disease.
Running
Similar issues are discussed in the slides
The reference for this topic is :
Haywood, K.M. & Getchell, N. (2005). Life Span Motor Development. Human Kinetics : Champaign, IL.

In session 2 we had a presentation by Andy Thomas on the Skeletal System.

THOMAS, A. 2010. The Skeletal System (Part 1). EA/C05, University of Wales, Newport.: 19 January 2010.

Key Points
* Skeleton Classifications – Axial & Appendicular Skeleton
* Bone Classifications – Long, Short, Flat, Irregular, Sesamoid
* Fusion of Bones – Skull, Vertebra, Pelvis
* Bones of Hand – Carpals, Metacarpals, Phalanges
* Bones of Foot – Tarsals, Metatarsals, Phalanges
* Vertebral Column – Sections Cervical, Thoracic, Lumbar, Sacral, Coccygeal
* Bone Growth – Primary & Secondary growth centres, Bones Cells
* Bones surface markings – Attachment Sites, Articulating Surfaces

Directed Reading

KAPIT, W. & ELSON, L.M. 2002. The Anatomy Coloring Book. San Francisco: Benjamin Cummings.

MARIEB, E.N., 2004. Human Anatomy & Physiology 6th ed. San Francisco: Pearson Benjamin Cummings.

TORTORA, G.J. & GRABOWSKI, S.R. 2000. Principles of Anatomy and Physiology 9th ed. New York: Wiley.

TWIETMEYER, T.A. & McCRACKEN, T. 2001. Coloring Guide to Human Anatomy. 3rd ed. Philadelphia: Lippincott Williams & Wilkins.

Lecture & Discussion Human Anatomy – Skeletal System Part I (AT)

When using bone names we should use anatomical speak i.e. sternum = breast bone, clavicle = collar bone, scapula= shoulder blade, mandible = jawbone etc

Note about the Hyoid - The hyoid bone is a horseshoe shaped bone situated in the anterior midline of the neck between the chin and the thyroid cartilage. At rest, it lies at the level of the base of the mandible in the front and the third cervical vertebra behind. It is the only bone in the human skeleton not articulated to any other bone. It is held in place by thyroid ligaments. The hyoid bone provides attachment to the muscles of the floor of the mouth and the tongue above, the larynx below, and the epiglottis and pharynx behind.

Note that the radius heads towards the thumb and the ulna is the other one.

We then had a break where we drew around our hand and named the carpal bones. Click here to see the picture. The mnemonic, which might help to remember the order and names of the carpals is So long to pinky, here comes the thumb.

Scaphoid, Lunate, Triquetrium, Pisiform, Hamate, Capitate, Trapezoid, Trapezium.

We noted that the spongy bones direct the load away from stress points (see the slide).

We have a directed task which is to label this diagram.

07/10/09 - WK02 - 2 - Gill Edwardes / Doing Research

EDWARDES, G. 2009. Doing Research. EA/A05 University of Wales, Newport. 07 October 2009.

Recommended Reading - Judith Bell - Doing Research. There are plenty of copies available in the University Library. Note that in the library there are two research sections. One for general research and one for academic research.

Note that this is also an e-book which is available at myilibrary.

As well as myilibrary Gill mentioned Netlibrary (which, as it happens, is where I found Ten Years Thinner by Christine Lydon.

Project Gutenberg is another electronic source which claims to be the first producer of free electronic books (ebooks).

Gill also mentioned Oxford Reference on-line a premium dictionary service available to Athens users.

Gill recommended using initial guidance from tutors and the library resources catalog.

There are journal search engines available.

There are paper journals available in the library and e-journals too.

For some journals only the abstract is available for others the full text is available.

See for example EBSCO list of databases. in the Library "Finding Journal Articles - Subject List"

Google Scholar is a good search engine - the advance search options can be used to narrow the search results.

We had a 200 word directed task to do.

Other jottings - mind maps, blogs, journals,

references in academic reflections

formal reflective writing slide - web site link

We then wrote a 250 word account of why I came here ( i have this on paper in my notebook)
and then discussed the results eg. personal v private domain.

07/10/09 - WK02 - 1 - Effective Learning Styles

30/09/09 - WK01 - Introduction

My notes for this week are still in paper format in my notebook

14/01/10 - Instructions

Assignment Brief

Module Title: Introduction to Research
Module Code: G106026

Assignment Title: Literature Review
Assignment No.: 1
Length 1500 words
Weighting: 40% of Module Mark

Hand-in Date: 26 February 2010
Hand-in Time: 12.30 pm, School Office, Edward Anwyl Building (Postbox)


Assignment Guidelines:
You are required to produce a 1500 word literature review (plus or minus 10%). You should look at the list of titles provided and chose the title that is indicated for your programme of study.

This literature review should have all the structural features of an essay – see the School Assessment Criteria Handbook for more information.

You need to refer to at least eight appropriate academic references. You should demonstrate your use of a range of sources which may include books, edited books, academic journals, on-line academic journals and other appropriate on-line resources. Remember that you can draw on your reading lists from relevant modules.

All the references you use in your literature review must be listed in a reference list at the end of the work. You must use the University’s approved version of the Harvard system of referencing both in the text of the essay and for the reference list. If you do not provide a reference list your work will not pass.

The work must also:
• be word processed using Arial font or Comic Sans font size 12
• be double-spaced and left-justified
• include your student number in the header of each page
• not include your name except at the bottom of the School cover sheet
• include the title in full at the top of the first page
• include a word count (not including reference list) at the end.



Programme of Study* Title of literature review
Community Health and Community Social Care Using academic resources, discuss the links between poor community health and socioeconomic deprivation.
Counselling Studies and Society Review the literature that discusses the characteristics of psychodynamic counselling.
Criminal and Community Justice Review the literature that explores substance misuse.
Health, Exercise and Nutrition Review the literature on the role of dietary fat in the development of coronary heart disease.
Psychology Review the literature on recovered memories.
Social Welfare Review the literature on the social model of disability.
Sociology Review the literature on the social model of disability.
Sports Studies (all pathways) Review the literature addressing the following statement: ‘Sport and exercise are good for your health’.
Youth and Community Studies Review the literature surrounding ‘young people’s participation’ and its relevance to current youth and community work practice.
Youth Justice Review the literature that considers why some young people commit offences.


*If you are taking a joint honours degree you can choose the title from either of the joint subjects.



Learning Outcomes Addressed:
1, 3

Retrieval Task in the Event of Failure:
Retrieval opportunity to be discussed with Module Leader should the need arise.

15/01/10 - Initial Post - Instructions

Hand-in Date: Within class time (23/02/10; 02/03/10; 09;03/10; 16/03/10)
Hand-in Time: 13.00 – 16.30

Instructions

In groups of no more than 4 (to be decided by 19/01/10), you are required to develop and deliver a 20 minute in-class presentation that addresses;

‘How children learn and develop sports skills’.

Within your presentation, consider the links to child development and maturation, human development and the skill acquisition process, by using a variety of sporting examples.

Within your presentation and supportive materials, you will need to:-

• Communicate confidently and clearly, in a manner that ensures audience engagement.
• Ensure all group members have an equal part in the presentation
• Use PowerPoint as your presentation tool, with supportive materials if necessary
• Provide the tutor with a copy of the print-out of the presentation
• Keep focussed on the relevance of material to sport

A group mark will be awarded for this assignment; however, the tutor reserves the right to amend individual grades on the basis of active participation and engagement with the group task. Your presentation should demonstrate a use of a range of materials, which may include books, edited books, journals and on-line resources. Failure to provide appropriate references, will not meet the minimum requirement to pass the assignment.

Your module tutor will discuss these assignment directions / requirements during your module introduction lecture. Remember to consult the marking criteria to help you construct your response.

NB. As you are choosing your own group – it is your responsibility to manage your group effectively and to arrive for your assessment session well prepared and practiced. If a group member does not turn up for the allocated session, they will receive a NS, but the rest of the group will be expected to present. Therefore, you should plan for this contingency and ensure you know all sections of the presentation well.

Key Information

• Further directions regarding these requirements will be provided during lectures

• Consult the marking criteria to help you construct your response

• Maximum time allowance = 20 mins

• Use PowerPoint with supportive references

• All group members to have an equal share of time

• Remain focussed on the relevance to sport

• Use diagrams, pictures, photos, tables to bring variety to the presentation

• Ensure all work is referenced in the Harvard Format

Learning Outcomes Addressed

1) Review and identify the gross anatomical structure of the human form from childhood to adulthood.

2) Define motor development and describe the theories currently used to illustrate and explain changes in motor behaviour and skill acquisition.

3) Describe the course of physical body growth and maturation and review the
interactions of growth with the visual, auditory and kinaesthetic systems.

Retrieval Task in the Event of Failure

A retrieval essay will be posted on the MLE after the Interim exam board, along with all information required to complete and submit this.

11 - 15/01/10 - Reorientation Lecture

There was a late switch of rooms to MB/A25. In this session Andy Thomas gave some feedback on Assignment 1. We will get our assignments back on Tuesday. There were a couple of slides to support the discussion. In the break I had a chat with Michael Preece (from Cwmbran) and with Owen from Pembrokeshire.

We also discussed the arrangements for the forthcoming practical sessions at the NISV. We have been split into groups. These groups are presented on weeks 12 - 15 (see below). You will be participating in two activities and will have two consecutive sessions. It will be your responsibility to make arrangements to travel to the venue and to be there on time. Your tutors will be as follows

Tennis : Becca Strelzyn
MultiSport : Mel Tuckwell
Football : Jamie Sherwood
Swimming : Andy Thomas

Special Note for Swimming group: swim suits (not bikinis) and goggles are required

In addition we will be discussing the requirements for the next assignment

Next week we will be at the NISV

The orienteering session at St Julians. We will park at the pub and end up there for lunch.

Assignment 2

This will be a group exercise - a practical in a group of 5 which we have to choose. A 20 minute sports demonstration.

The 15-19 February will be a research week. We will present either in week 18 or week 19 - not both!

week 20 will be a team challenge in Pontypool Park.

What went well?
Attendance = 100%

What might I do differently?

What did I learn?
Section Headings in Assignments
Assignment hand back dates are published in EA building
First assignment will be returned on Tuesday

What still puzzles me?

06 - 12/01/10 - Philosophy / Practical Planning & Organisation

Week 6 - Coaching Philosophy

In part 1 of this week's session we discussed philosophy starting with ethical issues. The lecturer (AT) presented slides and a number of short videos to illustrate the principles. He highlighted three aspects of philosophy.

Values (axiology)
Morality (ethics)
Meaning (ontology)

The question was asked What is the value of Sport? I suggested Health and Well-being. There were other suggestions such as "Enjoyment".

see slide for reference (BEST 1978: 9)

When you justify such a statement in science you need to provide clarification and evidence.

My mind wandered to Phillipides, Jim Fixx and Guto Nyth Bran; three runners who met with an untimely death.

In a reference to the use of philosophical tools as an aid, Hardman and Jones (2008, p. 65) was mentioned; this is actually a reference to Chapter 6 of Jones and Hughes et al. (2008)

Intrinsic and Extrinsic coaching values were mentioned.

Utilitarianism/Consequentialism as a branch of ethics.

Ontology - the meaning!

We also looked at "The Competitive Parent" and we were set a 300 word Case Study, a directed task regarding the coaching of an U8 team - a 7-aside team with 10 in the squad.

The directed reading was Hardman and Jones (2008) Ch 6., this is chapter 6 of Jones and Hughes et al. (2008).

What went well?
My understanding was good. It was consistent with the philosophy part of the sports coaching assignment 1 which I recently handed in.

Chapter 6 of the book (see above) was useful reading, my thoughts are here

What could I have done differently?

Commented on the what is coaching questions - "it is a structured process which aims to provide improvements related to individuals sporting and social development".

What did I learn?

I saw pictures of Plato and Aristotle, I guessed Aristotle was one but I did not know which one.
Names of branches of Philosophy
I am learning what ethics is


What Still Puzzles me?


Part 2 - Practical Session

In part two we performed two practical exercises. We were divided into groups of about 8 for these. The first exercise was to provide a 1 minute personal introduction to the rest of the group. The second was a two minutes sporting demonstration.

The introductory talk

What went well?
I delivered reasonably confidently

What could I have done differently?
I could have quickly scribbled a cue card

What did I learn?
Filming and photographing was a distraction
It was useful to observe the others
I have one or two filmed examples to refer to.
A dedicated camcorder would have been more appropriate for the video footage
my camera batteries were a bit dodgy
Preparation is important (cue cards)
I still do not know all the names
student/competitor/coach kit (as appropriate) would be useful

What Still Puzzles me?

Part 2 - the sporting demo

What went well?
Kept the audience attention
I did it reasonably confidently

What could I have done differently?
Some open questioning
For which type of runner is this drill most appropriate?
Why is this drill useful for all types of runner?

What did I learn?
Think about the purpose of the demo
Think about the make up of the audience

What Still Puzzles me?

01 - 12/01/10 - Introduction / Child Growth and Dev

PART 1 - Introduction to the module

A link to the - TDEVA - mLE

We talked about Long Term Athlete Development (LTAD).

We talked about the first assignment which is a group presentation. We have a group already which is myself, Chris Cornford, Denzil Francis and Dean Lewis. We will need to do rehearsals and provide redundancy. The assignment is to be presented in-class after reading week (4 groups per week), the first presentation is on 23/02/10 and they go on for 4 weeks. There is a max. of 4 students per group and it is a 20 minute presentation that addresses “How children learn and develop sports skills”

We talked about child development. The fact that some sports bodies some countries even implement weight bands rather than age bands.

Long Term - Technique v Strength.

Motor Development.

We discussed KM Newell's (1986) Model of constraints - there was a slide on this and it is also covered in chapter one of: Haywood. K,M, & Getchell. N, (2005). Life Span Motor Development (4th Edn). Champaign,IL: Human Kinetics.

We had 4 questions to read about, discuss and answer, that is -

What is the fundamental developmental perspective that separates the study of motor development from other sub-disciplines of the movement sciences?

I would say it is specifically continuous and age related

What is the difference between physical growth and physiological maturation?

I would say physical growth continues after physiological maturation

Why might a person planning a career teaching children study older adults?

I would say that changes occur throughout the lifespan at different age times for different individuals and also that there may be opportunities for children to train and compete with adults and consideration must be given to whether it is appropriate in the circumstances. This also leads on to question 4 ...

What is a developmental perspective? What does developmentally appropriate mean?

where we discussed "Talent 2012" "Talent 2016" and other initiatives like 7 year gap TV programmes.

PART 2 - Child Growth and Development in Sport

Tom A as an example - what does he like about training?

Age 5 -7 teach Right Hand and Left Hand

8 - 11/13 physiological improvements due to growth in lung size but mobility affected by bone growth.

reference to DICK (1997) - "Growth cannot be seen as an increase in height and weight but as a gentle ebb and flow of differentiating and integrating forms and functions"

we discussed the different growth rates of children. We saw some charts on young peoples weights and heights showing different growth rates

we saw motor learning progression information - information about attitudes to children in sport which might impact on enjoyment and also touched on legislation - the childrens act 1989 for example.

height and weight assesments and early selection (as young as 3-4 years old!) as a result - is it right?

Suggested Reading - a slide in the Child Growth and Development in Sport presentation gives the following suggested reading list:

Lee, M. (2002). Coaching Children in Sport. London: Routledge
Dick, F.W. (1997). Sports Training Principles. London: A&C Black
Chan, K. & Micheli, L.J. (1998). Sports & Children. Champaign, IL: Human Kinetics

What went well?
Attendance - it's good to maintain 100%


What could I have done differently?
More/better notes for part 2?
Keep the focus!

What did I learn?
I found the questions quite hard. This is not going to be easy!

What still puzzles me?

15/01/10 - Week 16 (01) - Introduction to Module

Presentation

Introducing the Module

CALDER, G. 2010. Introduction to Research: Introducing the Module. MB/A25 UWN. 15 January 2010.

Gideon introduced his colleagues. Jo Brayford (Youth Justice), Liv Kosnes (some sports), Emma Duffy, Heather Watkins (Some sports) amd Sally Britton.

Gideon mentioned that he will be producing a weekly summary video but that it would be uch better to attend the lectures.

Empirical research is quantitive.

We had a you tube video about Stephen Fry and his Bi-Polar illness.

BI-Polar - (Manic Depression) - A serious illness, 4Million sufferers in the UK, high risk of suicide, Massive Highs and Lows, diagnosis(?) MRI scan example

Research types - individual experience v general experience / scientific research

quantative v qualitative v theoretical (summary slide)

Video - Does Restorative Justice work?

What does work mean? Different things to differen people so how do you answer the question? it is meaningless. Black/white v debatable issues.

Victim/Offender confrontation, Feeling of freedom for victim, Offender gets off with a lighter sentence, preventing re-offending?, proof that it works? How to Measure? New Zealand, Closure plus redress balance, murder!

The council dilemma over policy decision.

regulatory/moral issues - vote winner?

who benefits?

It is a values judgement

Example 4 beauty and Symmetry.

My thoughts - Zoe's make up experience in Shanghai - they all contain whitener.

A literature review is a bit like a movie trailer.

Literary Review - highlight the issues, no need to judge!

What went well?
My experience was enhanced by the fact that I paid attention to Gill Edwardes when she gave her research presentation in the Skills for a Professional Environment week 2.
The librarian helped me find Bell and also recommended Cohen
It was thought provoking

What could I have done differently?

What did I learn?
A bit about restorative justice
Attending these lectures is essential
but there will be a summary video

What still puzzles me?

00 - 05/01/10 - Iteration Zero

This is the week before term 2 starts.

I have set up a blog to record lecture notes and reviews.

I notice that, in the lecture presentation, there is a recommended book for reading.

Haywood and Gretchen - Life Span Motor Development (2005, ch. 1)

This book is in Google Books here - I have added it to my RefWorks database in the TDEVA folder.

There are two copies in the Caerleon Library.

Other recommended reading - From Lecture on - Child Growth and Development in Sport
Lee, M. (2002). Coaching Children in Sport. London: Routledge
Dick, F.W. (1997). Sports Training Principles. London: A&C Black
Chan, K. & Micheli, L.J. (1998). Sports & Children. Champaign, IL: Human Kinetics

08/01/10 - Week xx (New Year Break) - Review

We have completed the group lab report assignment.

It went pretty well with four to share the work load.

I need to hand it in tomorrow morning - snow permitting.

What went Well?
We completed the assignment

What could we have done differently?
I thought the balance between sections was maybe not quite right. Maybe some narrative could have been pulled in to the reports section from elsewhere to explain the reports. (see brief).

What did I learn?

Colour is OK (it mentions it in the brief)!

What still puzzles me?

xx

04/01/10 - notes from library meeting with Darren

darren - pulled hamstring affecting reach

up all night - blood pressure caffeine

dave b has done a method section which needs changing to third person

dave b and dean were both 8 + 10 in the sit and reach.

need to question thes results