PDFE #13

For this field experience, I watched one of the Berry College Women's basketball practices. There are about 12 girls on the team and 3 coaching staff.

Some examples of feedback:
-Watching the ball go through the hoop in a layup or a free throw.
-Watching the ball being dribbled down the court.
-having the coach explain what went wrong in a play or scolding them for making bad errors.
-coach says "good job" at the end of a play
-Watching the play clock count down
-coach and assistant coaches counting the number of layups they make and the number they miss.
-coach tells a player to block/ trap an opposing player.
-coach tells the player to move down the court faster
-Assistant coaches helping teach a player where to move in a certain play

Categorization:

Intrinsic: Players watch the play clock to see how much time they have left to shoot
Players watch the play clock to see the time they have left for a certain sprint
Players watch the ball go into the basket as they shoot

Extrinsic: Players tell each other "good job" after making a good shot.
Players tell each other “good job” for making a good pass or catching a good pass
KR: Coaches count the number of layups missed and made.
Coaches count the number of turn overs/steals the team has during a scrimmage.
KP: Coach tells player she needs to slow down the play.
Coach tells player she needs to square up to the basket when shooting.
Descriptive: Coach explains to the players what went wrong on a play where the ball was stolen.
Coach explains to the players how to set up the play correctly.
Prescriptive: Coach tells players that they need to move the ball faster down the court.
Coach tells players that they need to box out better to retrieve rebounds.

Discussion:
Motivation: The coach tells the players they do not have to sprint if everyone makes the free throw on the first try. This motivates the players to do better, because they do not want to run sprints and they do not want the team to run sprints because they missed the ball. While a player is shooting their teammates cheer them on, which gives them more incentive and motivation to make the shot.
Reinforcement: The coaches tell them good job if they make a shot or do really well on a play. This is good reinforcement because it is letting the players know that the coaches are paying attention and appreciate their hard work. The coaches do not do this every play because they want the team to know that they have to work hard to earn the compliment. This in turn makes the team work hard to prove to the coaches that they want to win and want to be complimented.
Information: The coaches explained different break away plays. This taught the players to move the ball faster and more accurate down the court with competition. They were able to move the ball without errors and get the ball to the basket faster than their opponents.
Dependence: I did not see an example of Dependence however; an example would be a player being told the proper form for a jump shot every time they shot. The player would become dependent on the coach being there and it would hinder her in a game situation because she would have become dependent on the coach being there.

Minutes for Eighth Meeting: Meredith, Lindsay, and Caitlin

On Sunday November 28, 2010 group awesome met at 9:00PM in the Library Lobby. All members were present.
Agenda:
Introduction: We started the meeting by asking how each member was doing and going over old and new business.
Old Business:
Caitlin presented minutes from the seventh meeting and Meredith and Lindsay approved the minute.

New Business:
*The group discussed everyone’s individual progress with the presentation.
*The group combined everyone’s information onto the slides.
*The group went over presentation and made sure it met all requirements.

Meeting Adjourned at 10:30PM
Minutes Submitted by Caitlin Cockerham

Minutes for Seventh Meeting: Meredith, Lindsay, and Caitlin

On Monday November 22, 2010 group awesome met at 6:30PM in the Cage Classroom. All members were present.
Agenda:
Introduction: We started the meeting by asking how each member was doing and going over old and new business.
Old Business:
Caitlin presented minutes from the sixth meeting and Meredith and Lindsay approved the minute.

New Business:
*The group discussed everyone’s individual progress with the presentation.
*The group combined everyone’s information onto the slides.
*The group assigned themselves to 4 to 5 slides to find research on.
*The task is to email Meredith sentences from Lindsay’s and Caitlin’s slides so that she may insert them into the summary.
*The task is perform experiment and email Lindsay the results.
*The group discussed everyone’s roles and when and where the next meeting will take place.

Next Meeting:
*Location: Library Lobby
*Time: 9:00PM
*Date: Sunday, November 28, 2010
*Expectations: Complete presentation and make sure it meets all requirements.
Meeting Adjourned at 8:30PM
Minutes Submitted by Caitlin Cockerham

Minutes for Sixth Meeting: Meredith, Lindsay and Caitlin

On Monday November 15, 2010 group awesome met at 7:30PM in the Cage Classroom. All members were present.
Agenda:
Introduction: We started the meeting by asking how each member was doing and going over old and new business.
Old Business:
Caitlin presented minutes from the fifth meeting and Meredith and Lindsay approved the minute.

New Business:
*The group discussed everyone’s individual progress with the presentation.
*The group discussed when the next meeting would be and where.

Next Meeting:
*Location: Cage Classroom
*Time: 6:30PM
*Date: Monday, November 22, 2010
*Expectations: Combine everyone’s individual work and discuss what needs to be completed by next meeting.
Meeting Adjourned at 8:00PM
Minutes Submitted by Caitlin Cockerham

Minutes for Fifth Meeting: Meredith, Lindsay and Caitlin

On Monday November 8, 2010 group awesome met at 7:30PM in the Cage Classroom. All members were present.
Agenda:
Introduction: We started the meeting by asking how each member was doing and going over old and new business.
Old Business:
Caitlin presented minutes from the fourth meeting and Meredith and Lindsay approved the minute.

New Business:
*The group discussed the slides that had previously been completed on everyone’s own time.
*The group discussed everyone’s individual progress with the presentation.
*The task to accomplish before next meeting is for each member to come up with ideas for two more slides for the presentation.

Next Meeting:
*Location: Cage Lobby
*Time: 8:30PM
*Date: Monday, November 15, 2010
*Expectations: Discuss individual progress on project.
Meeting Adjourned at 8:00PM
Minutes Submitted by Caitlin Cockerham

Minutes for Fourth Meeting: Meredith, Lindsay, and Caitlin

On Saturday November 6, 2010 group awesome met at 9:00AM in the Krannert Lobby. All members were present.
Agenda:
Introduction: We started the meeting by asking how each member was doing and going over old and new business.
Old Business:
Caitlin presented minutes from the third meeting and Meredith and Lindsay approved the minute.

New Business:
*The group discussed the slides that had previously been completed on everyone’s own time.
*The group added slides and came up with topics that need to be presented in the slides.
*The task to accomplish before next meeting is for each member to come up with ideas for two more slides for the presentation.

Next Meeting:
*Location: Cage Lobby
*Time: 8:30PM
*Date: Monday, November 8, 2010
*Expectations: Discuss individual progress on project.
Meeting Adjourned at 11:30PM
Minutes Submitted by Caitlin Cockerham

PDFE #11

For this Field Experience, I observed the Berry College Women’s Basketball team (12 teammates) practice coached by Coach Dunn and assistant Coach Katie Kulavic. Before practice began, the team stretched and did agilities for ten minutes then they would get in a team circle and discuss their journals or whatever happened to them that day for about five minutes. After the team circle the team would do drills to warm up for practice and to enhance their shooting, defensive and offensive skills. Periodically Coach Dunn would stop them to give the constructive criticism and instruction. Once the team warmed up with drills they would practice plays. The coaches would periodically stop them and give them instruction, but if they didn’t stop them then everyone was moving.

The specific breakdowns for the team’s activities during the practice time were:

2520 seconds spent observing
A=1905/2520=75.59%
I= 615/2520= 24.40%
M=615/2520= 24.40%
W=0/2520=0%

Whenever Coach Dunn or Coach Katie gave instruction they were also managing the team. The majority of practice was activity. I feel like they had an adequate amount of down time for their amount of activity. They do not have any amount of waiting, because everyone is participating at all times.

PDFE #14

This lab was conducted to allow us to understand the pros, cons and differences of part practice and whole practice. Part practice is the practice of a complex skill in a more simplified form with three parts: fractionization, segmentation, and simplification. Whole practice is when a task is practiced as one entire form. We used part and whole practice with juggling in the lab that we performed. Bethani performed the part practice first, and then I performed the whole practice.

Bethani began by taking one ball and throwing it into the other hand. The second part she did was holding one ball in each hand and throwing the ball in the right hand in an arc towards the left hand and when it reaches its peak she threw the ball in the left hand towards the right hand, then she would catch both balls. In the third part of her practice she held two balls in her right hand and on ball in her left. She threw the first ball in the right hand into the air and as it reached its peak she threw the ball in the left hand and as it reached its peak she threw the second ball in her right hand towards her left hand and instead of catching them she would allow them to drop. In the fourth part she repeated part three except for this time she caught the balls. When I did the whole practice I would just do part four.

The results of Bethani’s retention test were an average of 2.14, and the average from my retention test was 1.71. Our results show that the part practice was better. The lab reading states that the part practice is not always effective, when one part is dependent on another part or for rapid, discrete actions. Many factors could have influenced our results such as one person having better hand eye coordination, or could have developed juggling skills previous of the lab. This lab was very helpful with part and whole practice and fun to perform.

PDFE #12

In class we did a lab experience on the effect of feedback on performance. The two types of feedback are the knowledge of results (KR) and the knowledge of performance (KP). The knowledge of results is the “extrinsic information that tells learners something about the success of their actions with respect to the intended environmental goal” (286). An example of knowledge of results would be providing someone with feedback on their performance after the action has taken place, such as after a golf swing explain what the person could do better or did wrong. The knowledge of performance is information given to a person that provides information about the quality of the movement. An example of knowledge of performance would be whether a golf swing was smooth and what the person could do to improve it. The textbook states that when receiving feedback only when asked result in a better mastering of a skill/task the person is trying to perform.
On November 8, 2010 during class we performed a lab on the effect of feedback performance. We used a pencil, blindfold, calculator, masking tape, and a test sheet. We were paired with a partner, my partner was Bethani. We taped our test sheets in front of us to the desk. One partner performed test with 100% KR and the other performed with requested KR. Each person was blindfolded and asked to mark from one line to the other with a pencil or pen. The partner that received 100% KR was given feedback after every try, while the other partner only received feedback when requested. During the time that the requested KR partner went, the KR was requested fourteen times out of the thirty trials. During the constant feedback trial, the retention test showed that I had 1mm average and Bethani, who requested KR, had a 0.33mm average. Our test results agreed with the textbook that requested KR was more effective.
The results could have been influenced by many factors. The measurements could have been recorded incorrectly. One person could have practiced while the other partner was performing the experiment. One partner could have a better muscle/movement memory than the other partner. The lab was overall fun to perform and was valuable to give us a clear understanding of “knowledge of results” and the way feedback effects us.

PDFE #10

On November 1, 2010, we performed a lab that dealt with constant and varied practice schedules and which one was more effective. A varied practice is a practice where the participants complete more than one variation of a task. By doing this type of practice a person learns the relationship between parameter settings and resulting environmental outcomes for example, a person throwing a bean bag from a line 4 meters, 5 meters and 6 meters away from the hoola hoop. Another example would be a basketball player practicing a jump shot on the post position, the free throw line, and the three point line. A constant practice schedule is a practice in which the parameters and/or settings do not change in practice for example, throwing a bean bag at the hoola-hoop from 5 meters away without out moving to another distance like in the varied practice. Another example of this would be a basketball player that just practiced shooting from the post position and nowhere else.
In the lab there were three pieces of tape on the floor one 4 meters away from the target, one 5 meters away from the target and the last one 6 meters away from the target. The target was a hoola hoop with a mat acting as the bulls eye in the hoop. If the bean bag landed inside the hoop when thrown then we received one point for that throw. If the bean bag landed on the mat inside the hoop when thrown then we received two points for that throw. One person performed the constant practice and the other performed the varied practice. Bethani performed the constant practice which meant that she would throw the bean bag from the 5 meter line each time to the hoop. I performed the varied practice which meant that I would throw the bean bag from the 4 meter line, the 5 meter line and the 6 meter line to the hoop, every time I would throw I would move to a different line. When we performed the skills test at the end of the lab I scored two points and Bethani scored three points. This would indicate that the constant practice would be the more preferred practice because of the results, but as we understand through the readings varied practice is the actual preferred practice. The reading states that varied practice is the best at developing skills that allow for us to succeed, however our lab results were skewed due to distractions, other groups being very close, injury, fatigue, and talking. The lab was a fun lab to perform and we can apply this knowledge to coaching, physical therapy or teaching physical education classes.

PDFE #9

In elementary school, I attended Armuchee Elementary School in Armuchee, Georgia. I had Physical Education about three times a week for about an hour to and hour and a half at a time. The class consisted about twenty to thirty children and they were taught by a Physical Education teacher. We had a gymnasium and trails and courts outside. We played many different sports such as basketball, kickball, dodgeball, softball, flag football and we also did jump roping, tag, parachute games, and many other games to learn skills. We also did a lot of fitness testing, which I did not really like because we had to wait on other students to test and then when I tested everyone was watching me so I felt like I was put on the spot. I did enjoy PE though because we were active and it allowed me to be active during the day instead of sitting in a class all day.
I do not believe that the elementary, middle and high schools in Georgia and receiving adequate physical education. Kindergarten through fifth grade require 60 clock hours per year which is 40min twice a week. Middle school does not require health or physical education and high schools require 1 semester of health class and 1 semester fitness based physical education. In middle school and high school they physical education teachers are coaches that have to teach in order to coach. The children in the schools are not adequately obtaining the motor development skills that they need to learn in their physical education classes. The children spend the majority of their time sitting in a classroom, therefore losing their focus because they are not getting their blood flowing and not keeping their energy up. This lifestyle is what is leading to our nation’s obesity and pregnancy problem because the schools are not teaching the children to live a healthy and active lifestyle. Educated Physical Education teachers need to be the ones to adequately teach a class of no more than 20 students at a time and to teach them motor development skills.
PE and PA are very important for children at the elementary age, because they help teach healthy habits and improve fitness. It will give children a positive outlook towards exercise and the want for a healthy lifestyle. It promotes teamwork and betters social skills. I believe the skill theme is best because it teaches children skills that they can use through life and if they know the skills then they will know the basic skills for sports. Whereas the traditional approach just teaches the children a game without the skills for the basis of the sport and not everyone participates in a game. The children will also play a game to win and not to learn the skills, but when you teach a skills approach then everyone will participate and learn the basic skills.

PDFE #8

How did your performance progress in terms of the stages of learning described in chapter 7? Did your experience match what would be expected based on the information presented in the book? As you progressed, what happened to your performance (in terms of stages of learning) when you tried to tie the knot upside down?
During class on Monday, October 23, I participated in a lab exercise with my partner, Bethani Spraggins that dealt with motor stages of learning for simple skills. We practiced learning how to tie a bowline knot into string. The purpose of this lab was to learn the motor stages of learning for simple skills and to observe the performance characteristics associated with the stages of learning. The first few tries of tying the bowline knot I had to refer often to the instructions and talk myself through the instructions and tying the knot. I was in the verbal-cognitive stage, because I was trying to get the general idea of the skill, I devoted much attention to how to complete my goal at hand, and I had to figure out what to do and what not to do to execute my goal. After being in the Verbal- cognitive stage for a few trails I was able to tie the knot without looking at the directions as often, but my knots still were not completely correct, some left too small of a loop and some left too big of a loop. This stage is the motor stage and I was in this stage for about 3 to 4 trials. My movements became a lot quicker and more accurate at tying the knot. I reached the autonomous stage and was able to automatically do the knot without looking at the directions and doing it by memory. Bethani went through the same stages as I did at about the same rate. When I tried to do the knot upside down, I had to start back at the verbal cognitive stage but it did not take as long to get to the autonomous stage because I had already practiced and knew how to do the motions and tie the knot.

PDFE #7

Lab 6.2

Instructions and Worksheet
For this lab, you will work individually. Your instructor might want you to share ideas
with other students as you proceed through the lab, but you should answer each part
based on your own thoughts and experiences.
Based on your own experiences, rank yourself from 1 to 5 for each of the following
abilities listed (1 indicates low ability; 5 indicates high ability). For definitions and
examples, refer to figures 6.3 and 6.4 in your textbook. Circle the number that
corresponds to your ranking for each ability in the list.

Personal ability inventory
Low Med High
Multilimb coordination 4
Control precision 4
Response orientation 3
Reaction time 3
Rate control 3
Manual dexterity 4
Finger dexterity 5
Arm–hand steadiness 3
Wrist–finger speed 4
Aiming 3
Explosive strength 3
Static strength 4
Dynamic strength 3
Trunk strength 3
Extent flexibility 4
Dynamic flexibility 4
Gross body equilibrium 4
Balance with visual cues 4
Speed of limb movement 4
Gross body coordination 4
Stamina 3
Movement rate 5
Motor timing 4
Perceptual timing 3
Force control 4

Lab 6.2 Name:
After you have ranked your own abilities, list up to five skills that you think you can
perform at a fairly high level of proficiency (see chapter 1 for proficiency perspective of
skill). These skills can be related to sports or recreational activities (e.g., a free throw or
juggling), to work-related activities (e.g., data entry or opening a bottle of wine), or even
to everyday activities (e.g., flipping a frying egg without breaking the yolk).
List five skills that you can perform with a relatively high level of proficiency:
1. Massaging
2. Typing on a keyboard
3. Free Throws
4. Driving a car
5. Passing a soccer ball

Ideal Ability Profile
Ideal Ability Profile for shooting a free throw
1. Manual dexterity
2. Finger dexterity
3. arm-hand steadiness
4. Aiming
5. Perceptual timing
6. Control Precision

Lab 6.2 Discussion
To create an ideal ability profile I chose shooting a free throw. A person who has a non ideal ability profile for example someone who has trouble with control precision could practice shooting free throws. If they are good at aiming the ball and a good stamina then they can make the basket. They may have trouble in certain abilities for shooting a basketball but if they practice and apply their basic abilities that they are good at then they can succeed at making the basket. When looking at the abilities list I can see that I do not rank very high on many of the abilities but I am in the medium to high range on almost all of the abilities, therefore allowing me to have a good basis for all the abilities. If I practiced more on the abilities I feel like I could rank higher. To shoot a free throw a person needs to be able to aim, manipulate the ball, and have arm-hand steadiness and many more abilities. I am in the medium to high range for those abilities and can make a free throw.

PDFE #6

General Motor Ability Test

The purpose of this lab was to demonstrate that a general motor ability does not exist by comparing the performance of different people on both static and dynamic balancing tasks. If people had a general motor ability, it would be expected that they would perform similarly on all of the tasks, but the results in this lab did not support this idea. In this lab we conducted a general motor ability test by ranking the performance of the six participants in each group, from best to worst for each balance task. In my group the participants were me, Caysie, Emma, Jenny, Kara, and Melissa. Each participant was tested individually and when not being tested the participant would by a timer and recorder for someone else. We collected three trials of data for each participant for each task. Once tested the participants were ranked by comparing best scores. The balancing tasks that were performed are the following:

Stork Stand: Stand on your preferred foot while hooking the instep of your other foot behind the knee of your support leg (your bent knee points forward). Place your hands on your hips and rise to the ball of your foot. Your score is the amount of time you can hold the position with good form.

Diver’s Stand: Stand with your feet together and your arms extended in front of you (90 degree shoulder flexion). Close your eyes and rise to the balls of your feet. Your score is the amount of time you can hold the position with good form.

Heel Stand: Get into a ready position (defense stance) with your feet about shoulder- width apart. Crouch slightly so that your hands rest on your knees. Keep your head up and rock back onto your heels so that your toes do not touch the ground. Your score is the amount of time you can hold the position with good form.

Sideward Leap- Balance on left foot on left tape mark, leap sideways to the other mark one meter away and land with right foot, balance for a two count then bend down to touch the outside of your right ankle with your right index finger.  Stand up again and after another two count leap back to your left foot, bend down and touch left ankle with left index finger.  Continue and your score is the number of times you touch an ankle in thirty seconds without falling.  If you fall, move back to the starting position and resume counting from there.

Bass Stepping-Stone- Using tape make five lines along the floor, like rungs of a ladder, evenly spaced about 3 meters long. (.75 meter spacing) Balance on the ball of one foot on the first spot, leap forward to the next spot landing on the ball of the opposite foot.  Hold position for two counts and then continue to the next mark.  When you get to the end, stay on one foot and turn around slowly by hopping and return in the other direction. Your score is the number of lines you cross in 30 seconds.

Book-Balancing Walk- Place a strip of masking tape 3 meters long on the floor.  Beginning at one end of the tape, walk heel to toe while balancing a book on your head.  Your score is the amount of time it takes you to walk the full length, turn around and come back without dropping the book or stepping off the tape.  If you drop the book, place it back on your head and continue from the point at which it dropped.

Participant	Stork	Diver	Heel	Side	Bass	Book
Melissa	4	6	2	1	1	5
Jenny	2	5	4	6	4	4
Emma	6	4	6	1	6	3
Kara	1	2	1	1	1	2
Caysie	3	1	3	1	1	1
Caitlin	5	3	5	1	4	6

This lab proved that general motor ability does not exist because no one is the best at all of the balance tasks. The results may have also been skewed due to milliseconds therefore causing someone to be ranked number 2 instead of number 1. In the stork task everyone’s time was fairly different from one another, but with all of the other tasks we all had very close scores. We did find a correlation in skills when concerning the overall ranking of skills.

PDFE #5

This PDFE is a reflection of the PowerPoint “How to Become Invaluable”.  I found the power point very useful. I wish I had this power point when I was a freshman instead of my senior year. I feel like I am behind on what I need to do to graduate and get into graduate school, because I changed my major this past semester and I have not interned or had the experience I need.  The power point gives very good tips on how to qualify and stand out for graduate schools and even tips on what people are looking for in resumes.  It opened up my eyes to what all I need to do before I graduate to become invaluable.  I have a lot of areas that I need to become more experienced and well rounded in so I can standout to graduate schools and employers. The slideshow was very helpful to me by pointing me in the right direction to get into graduate school. I feel like, in this economy, that in order to succeed I need to make myself reputable and invaluable for companies, organizations and graduate schools. I feel like every student should be shown this slideshow, because it will teach them to be more invaluable to graduate schools and employers. 

PDFE #4

For this PDFE, I interviewed Ginger Swann on October 4, 2010 in the Cage Athletic Training Room at 2:30PM. Ginger is the Head Athletic Trainer at Berry College.

Question: How long have you been a trainer?
Answer: I have been a trainer for fifteen years.

  

Question: Did you ever consider any other career besides Athletic Training?
Answer: Yes, I wanted to do Pharmacy, but then I decided that was not what I had a passion for, so I decided to do Psychology and Physical Education.

Question: How did you become interested in Athletic Training?
Answer: I became interested in Athletic Training when I got hurt playing Tennis here at Berry. I rolled my ankle and went into the training room. When I went into the training room everything came together. I knew I wanted to work close with people; I get a lot of satisfaction working with people. I love learning about the body and how it moves and what happens when the body is injured. I find the body and how it works very interesting. I knew once everything came together that I wanted to become an Athletic Trainer.

 Question: Where did you do your undergraduate studies and what was your major in?
Answer:  I did my undergraduate studies at Berry College and I had a double major in Sports Training and Physical Education with a minor in Psychology.

Question: Where did you do your graduate studies and what did you specialize in?

Answer: I went to Georgia State University and specialized in Sports Medicine.

Question: What is your favorite thing/ what is most rewarding to you about working as an Athletic Trainer?
Answer:  I would have to say building relationships with my coworkers and the athletes. I do enjoy specifically athletes. I like going from start to finish with an athlete’s injury. I feel like my skills are fine, they are average, but I feel like what sets me apart more is the emotional aspect with dealing with it like losing your identity and how do you deal with it all.

Question: What is your least favorite thing about working as an Athletic Trainer?
Answer: Energy, I find myself running out of energy a lot of the time and do not feel like I have enough to give. I feel like that affects the quality of my job that I can do. And I do not like when the athletes or student workers graduate; I hold that against them for a while. I don’t like the fact of everyone coming and going.

Question: What is the hardest part about the job?
Answer: People coming and going is the hardest part of my job. I build such a close relationship with the athletes and student workers it is hard to see them leave.

  

Question: what has been your most intense moment in your career?
Answer: One day I had a guy that had a seizure and spinal injury all at once and he was a big guy and I am not a big girl, so it was kind of tough securing his spine while he was having a seizure.

Question: Do you plan on staying at Berry College as the Head Athletic Trainer til you retire, if not what is your career goal?
Answer:  No, I have no plans; I do not make plans anymore. It would be great if I could stay, but I am not planning on it, we will see what happens. If I do not stay here then I would like to go to Physical Therapy school to become a Physical Therapist. Actually I take that back, I would like to get married, have children and have a family.

Question: What advice do you have for an undergraduate going into the sports medicine field of work?
Answer: I think longevity for this career, because I think its burnout rate is pretty high. You just got to figure out what your passion is about it and let that define the happiness of your job.

PDFE #3

On Sunday, September 19, 2010, I watched the Atlanta Braves play against the New York Mets

Reaction Time in baseball is very important. The baseball players have a reaction time from when the pitcher releases the ball to when the player up to bat hits the ball. The player up to bat has a few seconds to react to the ball and they can either get a good hit like Derek Lee to win the game or a bad hit and strike out. The participants even have a reaction time from when the batter hits the ball to catching it in the field. If a player catches the ball in the air after it has been hit by the batter, the batter is out but if the player misses the ball then the batter could get a base or a few bases.

While watching the baseball game I saw several examples of Hick's Law. When batters hit the ball they have to run to first base. Another example would be when base runners are on base and then try to steal the next base. The players have to think about their decisions when they run, for instance should they steal the base or not and this reaction time is known as Hick's Law. Anohter example of Hick's Law is when a player catches the ball they have a slower reaction time to throwing the ball to another player because they have to think of which play would be most beneficial in the game.

An example of a psychological refractory period is when the pitcher first winds up to throw one type of pitch so the batter gets ready for that one pitch but at the last minute before the pitcher releases the ball he can change the type of pitch he is going to throw, therefore possibly messing up the way the batter is going to hit.

An example of anticipation can be when an outfielder goes to catch a fly ball. The outfielder almost always accurately predicts where the ball is going to land and catches the ball before it hits the ground, therefore getting the batter out.

Minutes for Second Meeting: Meredith, Lindsay, and Caitlin

On Thursday September 16, 2010 group awesome met at 2:33PM in the Cage Lobby. All members were present.

Agenda:
Introduction: We started the meeting by asking how each member was doing and going over old and new    
                    business.
Old Business:
    Caitlin presented minutes from the first meeting and Meredith and Lindsay approved the minutes.
New Business:
     *The group discussed each others ideas for a topic to present on. We came to the conclusion that our      
       topic would be Motor Development of Balance with Age.
     *The task to accomplish before next meeting is for each member to come with ideas on how to complete
       the project.
Next Meeting:
     *Location: Cage Lobby
     *Time: 2:30PM
     *Date: Thursday, September 23, 2010
     *Expectations: Bullet Point Summary to Carry out Assignment
Meeting Adjourned at 2:45PM
Minutes Submitted by Caitlin Cockerham
   

Minutes for First Meeting: Meredith, Lindsay, and Caitlin

On Monday, September 13, 2010, our group met in class. The meeting started at 6:52PM in Cage 206. All members were present.
Agenda:
*Name of group was selected: Group Awesome
*Group Leader was selected: Meredith Briggs
*Minute Recorder was selected: Caitlin Cockerham
*Agenda for next meeting was established:
              Time: 2:30PM
              Location: Cage Lobby
              Date: Thursday, September 16, 2010
*During this meeting we asked Dr. Epling about topic suggestions and the project guidelines and decided to think of two or three ideas for topics and present by next meeting.
Meeting Adjourned at 7:08PM
Minutes Submitted by Caitlin Cockerham

PDFE #2

For my second Professional Development/ Field Experience, I observed a middle school cross country meet on at 4:00PM on September 9, 2010 at Armuchee High School. There were two races, one for the girls’ teams and one for the boys’ teams. There were two teams for each race and roughly 15 to 25 participants for each race. The girls’ race began at 4:00PM and the boys’ race started shortly after the girls’ race ended. The participants had to run 3.1 miles in rather warm weather around a gravely track in front of Armuchee High School.


One-Dimensional Systems:

The participants’ fundamental movement was a loco-motor movement, because they are running and the purpose behind the movement of running is to travel a certain distance. Before and after the race the participants utilized stability movement by stretching so they would not injure themselves by straining a muscle or pulling a tight muscle that was not properly stretched. They did stretches that would require them to stand or sit and stretch their calves, quadriceps, abdominal and back muscles, biceps, and triceps. Running any type of race or even just running for pleasure almost entirely involves the gross muscle groups, because running involves large muscles groups, such as abdominals, quadriceps, and the calves. Running can also involve fine muscle groups, such as the runners eyes need to use the muscle of the eyes to move the eyes, so the runner can scan over the course and check on their progress in the course and keep an eye out for danger. Running is a continuous skill, like swimming, because there is no definite begin or end. Running is a continuous movement, because the participants’ legs are moving one foot in front of the other and is continuously repeating this motion. Some movements require a motor emphasis such as running. The participants in the race have both limited and maximum decision making. For example, the race course is already laid out for them so they cannot manipulate the course but they can decide on how to pace themselves while running on the course. The environmental predictability is a continuum between closed and open. The distance of the course will not change and typically a school has already established a course, therefore the actual course will not change. But the courses are outside, so the environment outside is different every day, it could rain one day and be sunny the next.



Two- Dimensional Systems:

* Playing video games: body stationary, object manipulation, no environment variation, and no context variation.

When playing video games, a person does not have to move unless they are playing the Wii, and they are manipulating an object (the remote controls). The environment is not moving therefore, has no variation and the context of the environment remains the same.

* Doing a soccer drill: body movement, object manipulation, environment not moving and context not changing.

When doing a soccer drill, the participant is moving not only their body but also the soccer ball around cones. The environment is not moving and the context is not changing, because it is the same drill over and over in the same environment/route.

*Playing soccer: Body movement, object manipulation, environment moving and context changing.

When playing soccer the participants’ body is moving and they are manipulating the soccer ball. The environment can change and the context can change due to the movement of other players on the field, the weather and the manipulation of the ball moving and the different routes it can take on the field. And because of the different techniques and plays the participant’s play.

* Driving a vehicle: Body stationary, object manipulation, environmental and context variation.

When driving a car a person is just sitting there so there is hardly any body movement, but they are manipulating an object by operating the vehicle, such as moving the steering wheel or pressing down on the petals. The environment can move depending on other cars and objects that are changing their positions. The context of the vehicle changes as it moves from interstate to high or from heavy traffic to light traffic.

PDFE#1

The activity I chose to observe was the Berry College Men’s Soccer Game. It lasted a little over two hours on Friday, September 03, 2010, starting at 5:00PM. The Men’s Soccer team hosted Young Harris’s Men’s Soccer team at the Berry College soccer fields. Many people attended the game and twenty-two people play on the field at a time. I chose this activity, because I am very interested in soccer and I also went to support my friends who played.

                Playing soccer is fairly safe, but can get a little dangerous. With any sport the higher the level the team is the higher risk there is of someone getting injured due to the intensity and aggression on the field. For example, there is a high risk of head on collision if two people were going for a header then there is a high risk of colliding into one another. The participants can also get kicked if someone is going for the ball, but misses the ball they could accidentally kick an opposing player. Many participants in this particular game were kicked and the goalie on the opposing team went to dive for the ball and hit his head on the post of the goal. Soccer can be safe but there is a lot of physical contact, especially with the intensity and the aggression of the players at a higher level.

                In the game, the participants were definitely enhancing their movement skills.  The older players that have been playing college ball for a couple years were more experienced against the competition and had many movement skills, whereas the freshman or players that haven’t had the experience playing on the collegiate level had good movement skills, but were learning how to use them properly against the competition. Coach Vardy would also coach them throughout the game and teach them how to play the way they need to play.

                The participants were very engaged in the game. They had no choice but to be; because they were playing to win (We won 2-0). If the players were not engaged in the game, they would lose very badly. The players on the field were always moving either to defend their goal or to attack the opposing goal. Even the players not playing at the moment were moving to cheer on their teammates. 

                The activities were developmentally appropriate for the participants. All the participants have been playing soccer all their life or at least for many years. If they did not have the skill to play at the collegiate level then they would not be able to be a part of the team. Everyone on the field was able to adequately participate.

                I would not have changed anything about the activity, besides if my goalie had hit his head as hard as the goalie did that was in the game, I would have taken him out of the game to make sure he did not have a concussion; it was dangerous for his health to let him still play. Other than that incident I would not have changed the participation of the activity and how it was led.

                I feel like the participants enjoyed the activity, especially the Berry College Men’s team, because they beat Young Harris two-nil.  It was an intense competition and could have potentially been a close game. I felt like the participants on both teams played to the best of their ability and that they enjoyed each other’s competition.

                

Live and Love Life!

      Hello!! My name is Caitlin and I am a Senior Exercise Science Major with Biology and Chemistry minors from Rome, Georgia. I plan to go to Physical Therapy School to obtain my PhD after I graduate Berry College with my Bachelors Degree in Exercise Science. I would like to work either at a college or with a professional sports team. I have played sports almost my whole life and have always been interested in sports. I have worked as a student athletic trainer at Berry College for the past two years, and I really enjoy working with all of the different athletes. I want a career one day where I can take care of and help people, and enjoy what I am doing. I really have a passion for working with athletes and building a relationship with them and helping them along not only with their sport, but in any way I can.

      I was born in Charleston, SC, which is my most favorite place I have been to so far. I have also lived in Canton, Ohio on a church campground. I moved to Rome, Georgia when I was 7 years old. I have two younger siblings, one sister and one brother. I love to travel and my plan is to travel all over the world. I would hope to work with a Professional Team that travels for their games, such as the USA Soccer Team. I work with The Berry College Women’s Basketball team and absolutely love working with them. I have strengthened my relationship with all of the players throughout the years. I thoroughly enjoy working with the team and building the relationship and taking care of them. They are a great group to work with and in the futureI would like to work with teams at a college, like our Certified Athletic Trainers at Berry or I would like to work with one professional team and travel with them.

      I am a very family oriented person and would like to gain relationships and strengthen the relationships with a team to be like their family away from home. I live very close to most of my family and thoroughly enjoy having them around. On my free time I enjoy hanging out with my family and friends and going on random adventures with them, whether that means hiking or going out of town to do something fun. I love the outdoors and just enjoying life. 

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