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.