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
Tuesday, March 23, 2010
Tuesday, March 16, 2010
Thursday, March 11, 2010
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
Harvard Referencing
Assignment 1 - team / individual
compare/ contrast
eg lane/field markings
read the brief!!
Directed Task 300 words
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)
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
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
Wednesday, March 10, 2010
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
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?
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?
Monday, March 1, 2010
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 (?)
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!!
I did Jade and gave her the sheet. Nobody did me!!
15 - 12/02/10 - NISV Rotations (4) - Multi Sport 2
12/02/10 - (15) - NISV Rotations (4) - 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)
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
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
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