Context of Social Communication Activity
For the purpose of this activity, I will be observing a typical swim practice for the SFU swim team. We will be recording and analyzing the communication between swimmers and their coach in the pre-practice interactions of explaining what will be happening during the practice. We will also record a few shots of communication that happens within any given practice.
For the purposes of understanding the communications, our coach is a middle age, white male while the swimmers are younger, mixed gender, university students. I will be a swimmer. Our coach is greatly familiar with the swimmers as he has seen most of us up to eight times a week for a couple of years. These interactions will take place at
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Swimmers arrive and begin their own dry-land warm-up for fifteen minutes. After warm-up, swimmers walk over to the white board at the end of the lanes to join our coach for the explanation of practice. He has already written up the practice onto the white board. He will explain each part of practice separately and will provide the objectives and goals for the group. During the explanation of the practice, our coach will naturally resort to demonstrating key points. For example, new drills, specific technique goals or other points he wants to stress. Questions are encouraged throughout the entire process of explanation. Coach’s gestures naturally come about in order to get communicate his point to us. While we are swimming, our coach naturally continues to communicate with us, regardless if we can hear him or not. He will shout from the pool deck to praise us or remind us of the objectives of the particular set. Rarely, will there be silence on the deck.
For the purpose of this observation, our coach is aware that we are videotaping the practice, however, he does not fully understand that reason. I chose to minimize his understanding of the activity in order to keep his interactions
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The presentation of practice varies day-to-day, however, the use of a white board and chalk is usually present. According to our prescribed practice, our equipment use may include: snorkel, fins, kickboard, pull-buoy, band, and paddles. The entire practice usually runs for two complete hours.
Reason for Choosing This Activity I chose this activity because I am exposed to this kind of communication on the daily basis. I thought it would be interesting to record and evaluate, at a later date, the specific types of communication that our coach unconsciously, but intentionally, uses. I never really thought about all the ways our coach tries to communicate a point to us and how much it varies according to what he is trying to tell us and who is trying to tell. I find that during practice, our coach often yells or actions to us when we are not physically able to listen, for example, while we are underwater. It is interesting to watch him to intentionally try to communicate with us even though he is aware we cannot hear him. This showcases how humans are naturally inclined to communicate through gestures and words.
10 Questions to Further Communication o What is the focus of this
The coaches were feeling creative that day because they made us try all of these drills that the team has never done before. They were the kind of drills that did nothing to improve you at all, but the coaches thought differently. “This one will help you with your awareness of
The first phase of PADI Open Water Diver training provides basic knowledge development through classroom and/or online instruction. The
Football is a discourse community I am involved in where the members have similar goals and expectations. As in, what Swales describes a discourse community as groups that have goals or purposes, and use communication to achieve these goals”. In his article “The Concept of Discourse Community” (Swales 466-479) Swales argues for a fresh conceptualization of discourse community, especially as a distinct entity from the similar sociolinguistic concept of speech community, and building upon the foundations of that argument defines discourse community in his own. In the Conceptualization of Discourse Community he talks about the six defining characteristics of a discourse community. The discourse community I am part of is playing and coaching football.
These activities are what allow the team to be characterized as a discourse group and to succeed. As for me being a former coach I can relate to how important it is for coaches to use multiple literacies and method of communication in the coaching community that contain interpersonal, situational, and textual literacies. Furthermore, I think this has helped me understand that coaches need to be diverse and /or knowledgeable in multiple discourse communities. This will help with reading and reacting to all types of individuals within the group and organizations. I realized that it is beneficial to learn about different discourse communities, in order to be successful within a coaching community. Such as being familiar with all aspects of the discourse community and their methods of communication, language, and also learning how to read body language are just some of the basic requirements. As far as my coaching discourse goes I can relate it to my community having everything that characterizes a group of people as a discourse community and almost always is related to the success of a shared goal. I am also able to make a connection between the different literacies that coaching demands. Just as we as coaches use our interpersonal literacies skills help motivate players, we must also know how to handle the material to delivery the information everyone involved in the a specific community. This is why it is important to be diverse different forms of literacies. Hopefully this new perspective of knowing and learning forms of literacies and the concept of discourse community will help me in the
There are also terms which you may recognise from other sports of a similar nature, such as diving or figure skating.”. The swimmers also have to move and keep the pattern. They have to do it in a certain order, perfectly synchronized, and continually count the beat and beat changes. In synchro, there is more than 50 terms to use. The swimmers have to make sure they have all elements in the routen.
Listening is a very important part of the coaching process. It helps the client to feel safe and helps to develop trust when the client feels they are being heard. There are three levels of listening: Level 1- Internal Listening; this is where it is all about you, you can hear the words of others but your attention is only on you. Level 2 Listening-Focused Listening; This is where you are totally focused on the client, you listen to what is being said with words, body movement, facial expressions, noticing what and how they say things. The coach is completely present and there with the client. Level 3- Global Listening; “includes everything you can observe with your senses: what you see, hear, smell, and feel- the tactile as well as the emotional sensations. Level III includes the action, the inaction, and the interaction” (pg. 38). Everyone has intuition, but most don’t accept it. It is important for the coach to acknowledge it, and explore it. Intuition is a very valuable resource for a coach, whether it is right or wrong. Curiosity is another great tool for co-active coaching. It starts with a question. Making sure to pose the question in a curious way and not an information gathering way is vital, plus staying using open ended not close helps to keep the conversation from stopping. This allows the client to explore and discover themselves. Forward
He analyzed distinctions between swimmers, showing how qualitative differentiation results in “excellence: consistent superiority of performance.”
To begin, the main purpose of this activity was for each partner to observe the others communication skills, both verbal and nonverbal. As I observed Emalie, there were a variety of actions that I had taken note of. When one thinks of action, they might only consider the physical characteristics, however I considered both verbal and nonverbal as her actions during the project. As her group began the discussion, I had noticed right away that she was ready to initiate and include the rest of the group in the discussion. Emalie had explained her reasoning’s as to why she picked a particular answer and also agreed when points were made about other decisions. During the time in which she spoke, Emalie was clear with her words and spoke in a soft, low tone which showed she was relaxed and in a neutral state of mind. Another minor but noticeable verbal action Emalie expressed, was when she laughed with the group and joked around with a few of the answers. However, everyone is not perfect and there were a few errors in her verbal communication. Even though Emalie had explained all of her decisions, there
Imagine that it’s the closest swim meet of the season, and your team is losing by a mere two points. You know that your race could pull your team ahead, but you’re starting to doubt yourself. As the starting signal goes off, you dive in and hear your team explode into cheers. This gives you a boost of confidence and you pull ahead, slamming into the finish and out touching your opponents. With a smile on your face, you proudly turn to your teammates who are all screaming and jumping around. Joining a summer swim team ensures a summer filled with fun, and being with a community of supportive and happy people every day. Swim practice is also an amazing workout with serious health benefits, and can even help lower the risk of heart disease. Many people may be afraid of the commitment of practices and meets, but in reality, practices are not mandatory and are actually very fun, and meets are optional.
Massive crowds and competition determined by the length of a fingernail separates swim meets into . Sporting events provide great entertainment for people, yet it provides challenges different from other types of events. In particular, swim meets stand as a lengthy yet fascinating process that most people do not realize encompasses so much detail. As a swimmer for the past fourteen years, I see the many different types of swim meets and how it requires so many different working parts to operate efficiently. Whether an official, coach, parent, or swimmer, you will have a different perspective on how a swim meet works.
The gestures that we make in our day to day lives create a form of highly efficient nonverbal communication that allows for people to have full conversations without having saying a single word. It was quite interesting to take a small portion out of my day to just sit back and observe the movements and gestures of fellow human beings. I initially gravitated towards a junior hockey finals match at the Corner Brook Civic Center. The parents and the players, both of which were exhausted, were more than ready to head home from the ice and relax. All extrapolated factors made this the prime location to go and observe the non-verbal gestures of everyone involved.
Thus, if we visualize how uncomfortable it must be to set in a circle with half a dozen participants with a trainer and/or team of observers analyzing your every word and gesture. And then take into account that the group is restricted to focus all discussion in the here-and-now without any given agenda, in the presence of a trainer ready to interfere if anyone strays from the rules. The author agrees that this format sounds like a situation ensured to promote participant frustration, anger, and resistance. Appropriately, a large portion of this resistance is a result of performance anxiety. The majority of attendees are professionals who are used to mastering the necessary skills for success (Weis et al., 2009). But, the ability to interact naturally and genuinely in the present moment without an agenda is not an easily mastered skill and they become frustrated and angry with the format and the trainer (Weis et al.,
How a team communicates starts with the coach and how he communicates with his team (Calipari, 2014). In a study of over seventy coaches and nearly one thousand athletes, it was found that players responded positively to coaches who praised for a good performance, encouraged and taught when a mistake was made, and were generally positive and supportive no matter the performance of the athlete (Burton & Raedeke, 2008). Conversely, coaches who did not bring positive attention to good performance, solely criticized mistakes, and critically helped fix mistakes (Burton & Raedeke, 2008). In addition to being careful with the words a coach uses, he should also be very careful about his
3 James E. Counsilman and Brian E. Counsilman, The New Science of Swimming, (Englewood Cliffs: Prentice Hall, 1994) 6-7
Guest Post Keyword – Swimming Lessons Pearland TX Dealing with Swimming Fatigue: Tips to Follow Swimming, apart from being an amazing exercise for keeping healthy, fit and fresh, is also one that calls for immense physical as well as mental strength. A swimmer needs to be physically strong to keep moving his arms, legs and his entire body in the desired manner and he needs to be mentally alert to just keep going. However, no matter how expert a swimmer you are, the feeling of fatigue after a point of time is bound to hit you. The sudden heaviness and numbness in the arms and legs has been experienced by all swimmers at some point of time or the other.