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.
Monday, September 20, 2010
Sunday, September 19, 2010
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
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
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
Friday, September 10, 2010
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.
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.
Monday, September 6, 2010
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.
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