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?
Friday, January 29, 2010
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?
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?
Wednesday, January 27, 2010
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
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?
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?
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?
Saturday, January 23, 2010
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 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
Wednesday, January 20, 2010
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?
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
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
Tuesday, January 19, 2010
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
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
Monday, January 18, 2010
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.
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
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?
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.
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.
Saturday, January 16, 2010
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.
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.
Thursday, January 14, 2010
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.
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.
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?
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?
Tuesday, January 12, 2010
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?
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?
Monday, January 11, 2010
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?
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?
Sunday, January 10, 2010
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?
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
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
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
Monday, January 4, 2010
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
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
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