HEALTH AND PHYSICAL EDUCATION
TABLE OF CONTENTS
1. INTRODUCTION
2. LEARNING PHYSICAL SKILLS
3. STAGES OF LEARNING
4. FACTORS AFFECTING SKILL ACQUISITION
5. CLASSIFICATION OF SKILLS
6. TYPES OF PRACTICE
7. FEEDBACK AND LEARNING
8. PRACTICE PLAN
9. CONCLUSION AND RECOMMENDATION
10. BIBLIOGRAPHY
11. APPENDIX
EXECUTIVE SUMMARY / SYNOPSIS
This research task requires that, through participation in skill learning and game play during the volleyball unit we have been required to observe and analyse the characteristics of skilled performers; receive feedback on weaknesses in technique and develop and participate in training activities that could correct these weaknesses.
INTRODUCTION
1.1 Give the reader a general overview of what is in the report.
Through participation in skill learning and game play during the volleyball unit, this report will observe and analyse the characteristics of skilled performer through feedback in technique that was given by my fellow class mates and the coach and develop and participate in training activities that could correct these weaknesses.
1.2 Background, aims and limitations.
LEARNING PHYSICAL SKILLS
1.3 A motor skill is a taught structure of movement that trust together to produce a smooth, efficient action in order to develop on a particular task. The development of a motor skill happens in the motor cortex, the area of the cerebral cortex that controls voluntary muscle groups.
A sub program also known as subroutine is a set of instructions set by a coach or individual that is designed to perform a regularly used operation within a program.
STAGES OF LEARNING
1.4 My skill levels in volleyball
A skilled performer in volleyball exhibits the stages of ski...
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...some drills that can be taught during practice, to improve an individual’s volleyball skills. Keeping in mind that the individuals participating in volleyball have the skill to perform new skills but only dependent on the ability of presentation. By performing the drill in a group then breaking it up into the key components (serve, dig, set and spike) the player will be able to have specific points to remember and not be overloaded with knowledge all at once. While the key points are highlighted to the players have them emulate an individual demonstrating a skill and assess each player individually with personal instruction.
CONCLUSION AND RECOMMENDATIONS
1.6 Sum up the report
1.7 Justify practice plan in detail and JUSTIFY it with relevant theory.
1.8 Recommendations for future learning and predicted outcomes
BIBLIOGRAPHY
APPENDIX
Every coach is different with their methods, but they do have similar things they love about coaching. According to Brainy Quote, Vince Lombardi once said, “It’s not whether you get knocked down; it’s whether you get up.” That quote shows what Mather loves to see when coaching volleyball. His favorite part of coaching is watching people fight hard to reach their goals. Athletes who love their sport should be committed, and work hard at it. Having good sportsmanship for the
The tactical games model is an instructional method for a physical education class, the outline for a tactical game unit is set up as follows. The first step in any Tactical games model is to choose a sport for the class to play, team sports such as basketball or soccer typically work best for this model because they present the players with more tactical situations. Rather than full sized games your class will benefit more from smaller groups and faster paced games, any tactical issues a student is having during the sport will become more apparent this way and therefore easier to address (Pill). Additional adaptations can be made to manipulate the sport to your classes needs such as dimensions of the field, player’s movements, and the games rules (Pill).The Focus of game one is to put your students into challenging situations, by being challenged in the first game the students see areas they are lacking tactical experience. As the teacher your objective during game one is to iden...
I have played volleyball for 5 years. I have played school volleyball for five years, and club volleyball for four. Throughout my years of playing, I have recognized a significant difference between club volleyball and school volleyball. I have played for two clubs in my four years of playing club. The first two years, I played for a club named Platform Elite. The last two years, I have played for Iowa Select, and this year I am playing my club season with Infinity X. Personally, I prefer club volleyball over school volleyball. Club volleyball and school volleyball can be compared in three different categories: price, competition, and “politics” within the sport and its’ players.
Volleyball represents my most meaningful commitment not just because I have invested so much into it, but also because it it’s a passion of mine and has been a part of my life since elementary school. The impact my coaches and teammates have had on my life has helped make me the confident and determined individual I am today. Volleyball also takes up a lot of time and there are many sacrifices that come with the sport and playing on a team. To keep up my skills, I have had to give up a lot of my free time and parts of my summer. Balancing school with practices was also a challenge, but participating in one of my passions made it worthwhile. I have persevered through difficult times and learned new lessons along the way, so there is nothing that could make this sport less meaningful to me. (148)
The researchers wanted to see “the relation of verbal aggressiveness and state anxiety (somatic, cognitive, and self-confidence)” between coaches and athletes in a sex-specific sport such as volleyball (Bekiari et al., 2006, p. 630). Results examining both sexes showed males have higher levels of somatic anxiety due to the verbal aggressiveness of their coaches compared to female volleyball players (Bekiari et al., 2006). These results could be due to the kind of training and competitiveness, but it still shows how the use of language can have different effects on athletes nonetheless. Additional research done by Julie Masterson, Lisa Davies, and Gerald Masterson showed that coaches should “use positive instruction rather than negative feedback” to encourage their athletes (2006, p. 41). This backs the ideas that verbal aggression is harmful and the research “consistently shows verbal aggression may be associated with negative outcomes and learned helplessness,” two aspects that can be seen in sports that are contributed to the language that is used (Bekiari et al., 2006, p.
A proper coaching philosophy contains principles which improve character development, teach step by step tactical and technical skills, form proper progressive physical training regimens, and carefully utilize team management to handle and control problems with administrative issues. A coach with a sound philosophy should mold a team with strong cohesion, and he should treat players not only as teammates, but as family and friends who are encouraged to develop communication and lifelong learning of skills through positive support and role modeling from the coach (Mergelsberg, 14-15). The philosophy should also contain written documents of implemented strategies and techniques, so that the coach will know what to improve upon season by season
Once the ball is served, the player needs to immediately get on the court and be ready to receive the ball. With this exercise, a player sprints to retrieve the ball and hands it off to the next player. If the serve goes into the nets or out of bounds, the player must sprint to get the ball than serve it again, repeating this drill until the serve is successful Additionally, to be an effective volleyball server, it comes from having a strong core and legs to power the ball over the net, to build this base, volleyball players need to incorporate strength training that will work out abs, back, shoulder and legs and those workouts includes snatches, jumps, push-ups, pull ups and squats that will give an athletes a total body routines to strengthen the muscle and the power on the court.
Giddens, Sandra; Giddens, Owen. Volleyball Rules, Tips, Strategy, and Safety. New York: The Rosen Publishing Group, Inc., 2005. Print.
White, S. A., Psychological Skills: Differences between Volleyball Players on the Youth National Team and Those Involved in the 14’s High-Performance Camp, Unpublished Thesis, Illinois State University, Normal, IL.
Every athlete knows the struggle of defending the importance of their sport. It's a constant battle between you and the irrelevant opinion of that one person who's always trying to say something. There's two types of haters: those who don't even play sports (except in gym) and those who just think their sport is better. Being a volleyball player, people are always making jokes about volleyball being an "easy" sport. These people don't understand the full picture of it all, especially the football players.
The topic of positive discipline is one of great importance especially so in the world of athletics. Often time the term discipline is misconstrued by parents, player and unfortunately some coaches. Parents may associate the term as their player being subject to harsh treatment; while athletes my see it as restrictive and punishing, sadly to say some coaches validate both the parents and the athletes view of discipline. Many older or seasoned coaches hold to the concept that discipline simply apply to the performance of all play properly, the athlete focusing solely on the sport they are participating and striving to win every game. Failure to live up to the coaches expectations could result in extreme practices or the like and be falsely labeled as discipline. However, athletes receive positive discipline it spans well beyond the practice or playing field. Positive discipline affects an athlete’s entire life sometimes for their entire life. Undisciplined athletes have the potential to reflect negatively on the entire organization and can be like an infectious disease that spreads rapidly to the whole team. The term “One bad apple will the spoil the bunch” holds especially true in team athletics. In athletics players spend a large amount of their time with fellow teammates making it easy to pick up one another’s habits both good and bad. Coaches and player of sports such as; Baseball, Basketball and Football spend anywhere from two to three hours a day, three to five times a week with one another. Quite naturally do to the many hour’s coaches and players spend together players learn some of their behavior from the coach. Often times coaches have more face time with players than parents; therefore, making positive discipline vit...
In the second observation in the unstructured setting and observing, still, 16-18 year old boys and girls we found a change in environment brought about the opportunity to play different sports in the gym rather than the outside turf field. In this observation students were playing frisbee, soccer, basketball, or hockey. The especial focus and observation was on the students playing basketball because of the more likeliness the students were going to jump to catch or shoot a ball. The difference between the boys and girls was that the boys were stronger and faster and more aggressive in carrying the ball down the court. Likewise, the boys ability to maintain light on their toes and push off with their calves gives them the skillfulness to reach
Papageōrgiou, A., & Spitzley, W. (2003). Handbook for competitive volleyball (1st ed.). Oxford: Meyer & Meyer Sport.
It was at this moment that I realized that there truly is no “I” in team. A team is not characterized by the individuals within, but rather what the individuals can come together to achieve. For so long I had tried to discover where I belonged on the team. In reality, I should have realized that from the moment I stepped on the court, I was already a member of the varsity team. With a newfound sense of strength, we continued the game. Every single point we won felt like we were putting our lives on the line, while every single point we lost felt like ten-ton chains were holding us down. Even so, it was just another volleyball game. One I had experienced on multiple occasions, perhaps not to the same magnitude, but it was a relatively familiar situation. Strangely, it felt different. I felt more relaxed, more confident, and I was having more fun. At the time, I was not sure what it came from. I was too focused on finishing out the game to pay it much attention. But reflecting on it now, I realize that without a doubt, it was because I truly felt like I belonged on the team. For the first time, I knew that my team was behind me, ready to help me up whenever I fell. We continued on with the game. Despite being down two sets to one at one point, we now found ourselves nearing victory in the fifth set. Finally, we were able to overcome the opponent to win the match three sets to two and secure the second SPC championship for Greenhill Boys Volleyball in three
Educational sport psychology focuses on improving elite athletic performance through psychological skills training. Improving cognitive behavior and development by increasing cognitive awareness and addressing and correcting negative cognitive behaviors through and assortment of training methods, psychological skills training (PST) is best defined. The compass of psychology skills training includes the development of five basic psychological skills: arousal recognition, goal setting, imagery, attention control and self-talk. Sport psychologists have determined th...