More handpicked essays just for you.
Cultural influences that have an impact on sport participation
Culture and social aspects of sports
Cultural influences that have an impact on sport participation
Don’t take our word for it - see why 10 million students trust us with their essay needs.
3. Task, individual, and environmental can be observed in each lab analysed. Catcher 5 rules task constraints, sociocultural environmental constraint, and physical constraints. A task rule constraint catcher 5 experienced was unclear instructions. Her two-handed catching development level could have been more proficient if she stepped forward to catch the ball. This can indicate a task constraint because there could have been a rule dictating her staying in one spot to catch the ball. The rules may not have been clear enough for her to realize that she could move or no rules could have been established. Catcher 5 not knowing if she was allowed to move towards the ball or told to stay in that spot to catch the ball constrains her from successfully …show more content…
An important individual structure constraint he experienced was age. His age affects his anticipation of the ball, which increased his chances of flinching and looking away. A younger age can reflect the amount of experience a kid has or confidence he has in himself to complete the catch. His turning away and closing his eyes shows how inexperienced and unconfident he is in himself. It also shows he flinches in anticipation for the ball instead of trying to catch it. An important sociocultural environmental constraint observed in catcher 7’s video is discouraging behaviour. A young child’s ability to catch a ball often “reflects the skill of the thrower in getting the ball to arrive” in the catcher’s outstretched arms (Haywood & Getchell, 2014). If the thrower is having trouble getting a ball to the catcher’s arms repeatedly, then the child will be discouraged form catching any more balls. A younger kid needs positive reinforcement during a difficult or challenging task. Repeated inaccurate throws can discourage a chid from correctly making a catch, as they are unused to a toss that challenges their anticipation and
Humans naturally try to control everything around them, and when something is so uncontrollable such as baseball where there are only three primary activities- pitching, hitting, and fielding, and each of these have many uncontrollable aspects, in which almost every player on the field has a ritual or tradition they will follow before the game or during the game. I especially like this because I played baseball and was a pitcher and has many rituals when I was doing well, and even had more when I was doing worse because the pitcher has the least control on the field because after they throw the ball they have usually no impact on the rest of the play, and their best pitch can be hit for a home run or get a called third strike on the outside corner. The worst part is that the pitcher can be having an amazing game, but your team has no run support and you still lose. For example in 1990 when Sir Fernandez lost twice as many games as Dwight Gooden his teammate who allowed more runs per game then Fernandez. Unfortunately, the pitcher can't rely on himself, he relies on his entire team, his coaches, and even the other
Baseball is a unique game in which, though it is a team sport; it consists fundamentally on individuals and confrontations between those individuals. From the moment the pitcher gets his sign from the catcher, comes set, and delivers the pitch, it's all between the pitcher and hitter. Present are many fielders in set and ready position on the field, base runners creeping off their bases, and players and coaches watching from the dugout, but during those few seconds, baseball evolves into a two player game. Likewise, on nearly any play - a fly ball, a ground ball, a popup, etc. - all the attention is focused only on the fielder and perhaps the base runner that he will attempt to throw out. Every play that is, except for the squeeze.
In the article, “Get Off That Couch and Play”, it states, “Students learn important life skills such as how to accept criticism, how to handle oneself under the pressure of competition, how to work hard toward a goal, how to win and lose graciously” (“Get Off That Couch and Play” 1). In sports, teens can learn how to accept criticism from their coaches, athletes have to learn that they do not do everything right and at some point they will get corrected by a coach and have to learn how to deal with that and accept it. Also, during middle school sports children learn how to handle themselves under pressure. A teammate may be pressuring them to work harder, or to score a goal and an athlete needs to learn how to stay calm while the pressure is riding on them. Furthermore, working hard towards a goal is taught throughout middle school sports because setting a goal you want to achieve is important to how you perform while competing.
Timeless themes of equality, truth and perseverance are presented in this heartwarming tale of one courageous softball player and the wiffle bat that she adored. It all begins one summer day shortly after Tegan's sixth birthday. The scene opens with the young girl enviously watching a group of children play wiffle ball in the park across the street from her grandmother's house. She furtively glances behind her at the kitchen entrance and listens to the sounds of lunch preparations while contemplating the distance to the door. With a determined look in her eye, she takes a shaky deep breath and dashes out to the park to join the game, all the while looking back and wondering what her grandma would say. She approaches the field and stands by the rusty fence behind the plate. One of the older girls – she looks about ten or twelve – spots Tegan and invites her to join in. The kids show her how to swing the bat and the pitcher starts to toss the ball in her direction; they let her keep swinging until she hits one. When she does, the light wiffle ball catches the wind, floats high in the air, swirls around a bit, and lands two inches from Tegan's feet. After staring at the ball in wonder, she looks up and a slow smile spreads across her face. The other kids laugh and Tegan joins in with glee. The boy at first base looks at his watch and yells, "Hey, it's lunch time," causing all the wiffle ball players to scatter and race home in search of food. The girl that invited Tegan to play tells her to come back tomorrow in the morning to play a game with them and Tegan agrees with an enthusiastic nod of the head. She turns to run back for lunch, and sees her grandmother waiting by the fence.
I had played softball in P.E. enough to know the basics…or so I thought. I stood there leaning against my bat listening to Coach McGownd talk. As he talked I began absorbing everything he said. Gone were the days of simply stepping up to the plate to hit. Now, each at bat had a purpose and guidelines to follow in order to maximize the batters chance of successfully hitting the ball. There was so much information—proper stance, proper mechanics, how to set up in the batters box based on what you wanted to do (i.e. bunt, pull the ball, hit opposite, slap hit), and so much more. When Coach McGownd finished giving us our instructions, we shuffled off to our assigned station and began doing our assigned drills. I happily watched as the older, more experienced players took their swings. The sweet pinging of the metal bats against the balls and laughter blanketed the field. I patiently waited as the older players took their turns. When my turn came I picked up my bat, stepped up to the tee and followed along as my brain got its clipboard out and started checking off each step I had just learned. I took my swing and was awarded with a nice popping sound as I made contact with the ball. I knew then, that this sound of the bat making contact with a ball would become one of my favorite sounds. I continued to rotate through the drills enjoying the repetitiveness of the task. Time passed by quickly as I got lost in the
Participating in a sport at an early age can be essential to the overall growth process during a child’s upbringing. Whether the participation is through some sort of organized league or just getting together amongst friends and playing, the lessons learned from this can help teach these kids and provide a positive message to them as they develop. There is a certain point, however, when organized sports can hinder progress, which is when adults get too involved and forget about the underlying reason to why they are helping. While adult involvement is necessary, adult involvement can sometimes send the wrong message to children when they try to make participation become more than just about fun and learning. According to Coakley (2009), “organized sports are worth the effort put forth by adults, as long as they do what is in the best interest of their children and put that thought ahead of their own agenda” (Coakley, p. 151). This is a valid argument because once adults put themselves in front of the children and their values, it needs to be re-evaluated as to why they first got involved in the beginning. Partaking in organized sport and activity from a young age can be beneficial to the overall development of children, as long as decisions actions are made in the best interest of the children and not stemming from ulterior motives of adults.
Gatz, Margaret, Michael A. Messner, and Sandra Rokeach. Paradoxes of youth and sport. Albany: State University of New York, 2002.. 12-13.
Statsky also makes another faulty assumption, which is that competition is an adult imposition on the world of children’s play. She says in her article, “The primary goal of a professional athlete – winning – is not appropriate for children” (629). Children compete to win in the same way that adults do, and they do so on their own without any adult pressure. Common playground gam...
First, when the child is playing, is not a good for the parents what they sit in the harrow and when child touches the ball, he parents shout “way to go” and clap enthusiast-astically. The child had done nothing to merit such praise. That action is consequently can be frustrate
The current debate in this article is that “throwing like a girl” is not a valid argument as to why someone is not as athletically inclined as others. The article “Throw like a girl? No, he or she just hasn't been taught,” makes a good point in discussing why “throwing like a girl” is a common reaction when skilled people watch those who are not so skilled throw a baseball, football, etc. However, “throwing like a girl” is not something that is the throwers fault. To support this, Leah Robinson, associate professor at the U-M School of Kinesiology, developed a research group that began a movement to increase physical activity and motor skill competence among children. CHAMP, Children's Health Activity Motor Program, is what researchers used
When the coach turned his head, the seven-year-old stuck a finger down his throat and made himself vomit. When the coach fumed back, the boy pointed to the ground and told him, “Yes, there it is, Coach. See?” (Tosches A33).It emphasizes the fact that if a child gets hurt once, they will fear the possibility of getting hurt again ,so they try to find excuses to prevent themselves from playing the game.Second,Statsky states how competitive adults have drained the fun out of children's sports and made the game unappealing for children.She cites Martin Rablovsky, a former sports editor for the New York Times says that in all his years of watching young children play organized sports, he has noticed very few of them smiling. “I’ve seen children enjoying a spontaneous pre-practice scrimmage become somber and serious when the coach’s whistle blows,” Rablovsky says. “The spirit of play suddenly disappears, and sport becomes job-like” (qtd in Coakley 94). It shows the fact that competitive adults are oblivious to their actions and don't notice that what they are doing can really affect a child mentally.Third, Statsky is concerned that competitive sports will lower a child's self-esteem and make them lack confidence.’’Like adults, children fear failure, and so even those with good physical skills may stay away because they lack
In class discussion we talked about how in today’s age younger kids do not have the same interest to get involved in sports as they used to. It seems that today younger kids are more interested in playing video games, then to take part in a sport and learn the team aspect of life and how to get along with each other and work as a team. Learning in sports is something people do not understand unless you are a true athlete. In the game of baseball there is so much silent communication not everyone knows about. You have nine men on the field who have the same mind set and that is to do anything you can to win this game and help your teammates. If a kid can learn this at a young age and carry this on with him through life, he will become that much of a better worker when he is at the office or wherever they might be.
To be a catcher in any level of baseball one of the crucial aspects is throwing, and being able to do it consistently it can either win or lose you a game. Many young baseball players do not understand the importance of throwing. As Richard Feynman states “Then they
In the mid 1970's and early 1980's, the field of clinical psychology underwent a revolution with the emergence of family therapy. Therapists initially understood disorders as being the result of a linear chain of causality. For instance, one theory of schizophrenia held that the disorder resulted from exposure to a certain pattern of behavior on the part of the patient's mother. Mothers of schizophrenics were often found to be particularly cold, unresponsive, dominant, and conflict-inducing towards their children. Researchers argued that such "schizophrenogenic" behavior was the direct cause of the disorder. Successful treatment, then, required the patient and mother to examine their relationship and seek out better, more positive methods of interaction.
That is, children and young people determine and control the content and intent of their play, by following their own instincts, ideas and interests, in their own way for their own reasons.’