-met at Valhalla at 5:00pm (every member was present)
-discussed what outline/project should entail
-formed outline
-discussed next meeting (class time)
-adjourned at 5:20pm
Monday, September 20, 2010
Thursday, September 16, 2010
PDFE #3 "Movement Preparation"
On Thursday, September 16, I watched a group of middle school students from Berry College Elementary and Middle School play an intense game of dodge ball behind the Cook Building on Berry College
Frequently during the game, the students have to react to balls being hurled at them. They can either dodge the ball or catch it to stay in the game, but if they cannot react quickly enough and do no do either, they are out. From the moment they notice the ball coming at them until an action has been decided and carried out, or lack of action has been carried out, is reaction time.
While watching the student’s play, I saw several instances where a student would think about catching a ball and extend his/her arms to catch it, but at the last second decide they wouldn’t be able to catch it successfully and attempt to move out of the way. However, by the moment of the decision to dodge the ball, they were not able to move their arms quickly enough and the result was that the ball grazed their fingertips. Because the students had the option to dodge the ball or catch it, they tried to consider which would be most beneficial. In the end, it was their thinking about their options that caused a slower overall reaction time and this is known as Hick’s Law.
A few times during the course of the game, I noticed an older boy who had much experience with the game of dodge ball pretending to throw a ball towards an opponent’s abdomen. Before the ball would leave his hand, though, he would abruptly change his aim to the opponent’s lower legs. The person would have to attempt to change his/her position in order to avoid being pegged and to stay in the game but it rarely would work. This can be explained because of the psychological refractory period. The reaction time for the second stimulus, in this case, the boy changing his aim at the last moment before release, is slower than the first stimulus, the boy pretending to aim for the abdomen, and the reactor typically couldn’t react fast enough and got hit.
Because none of the children are new to the game of dodge ball, they have fairly accurate spatial and temporal anticipation for where and when the ball will make contact with something. Some of them will stand perfectly still and watch a ball land only a foot in front of them because, having participated in many dodge ball games over the years, they know they are not in danger of being hit. Another example is the way they can move into a ball to catch it. They can tell where the ball is going and know exactly when to close their hands around it. Even though I am many years older, because they can so accurately predict contact with the ball, they have skills in dodge ball that are far superior to my own.
Monday, September 13, 2010
Minutes from 1st group meeting - Jenny, Caysie, Lauren, Emma
On September 13, 2010, my group met during class. What took place during the meeting is as follows:
-First, my original group (Lauren and myself) decided to merge with Caysie and Jenny
-We selected a group leader - Caysie
-We selected a member to record minutes - Emma
-We selected a topic for our project - The Effects of Autism on Motor Learning
-We planned to meet at Valhalla next monday, 9/20 at 5pm to discuss an outline for our project
-The meeting was adjourned
-First, my original group (Lauren and myself) decided to merge with Caysie and Jenny
-We selected a group leader - Caysie
-We selected a member to record minutes - Emma
-We selected a topic for our project - The Effects of Autism on Motor Learning
-We planned to meet at Valhalla next monday, 9/20 at 5pm to discuss an outline for our project
-The meeting was adjourned
Tuesday, September 7, 2010
Movement Classification PDFE 2
Movement Classification
On Tuesday, September 07, I observed a soccer game played by students of Berry College Elementary and Middle School, aged 7-9 years old. The game occurred during a P.E. class in a field below Frost Chapel on Berry College campus. The following is a list of one-dimensional movement systems and movements I observed during the children’s soccer game that fit into them:
Fundamental Movement
a) Locomotor – The students exhibited locomotor movement when they ran alongside the teammate who was dribbling the ball, waiting for it to be passed to them. Because they were simply running and were not currently manipulating the object, the ball, this is considered locomotor movement.
b) Manipulative – The students exhibited manipulative movement when they had a chance to dribble the ball up the playing field in hopes of scoring. Because passing, dribbling, and kicking a soccer ball are all examples of object manipulation, this part of the soccer game is considered a form of manipulative movement.
c) Stability – Before the game started, the students were instructed to stretch their muscles, especially in their lower bodies because soccer involves so much running. Stretching does not require great movement or manipulation of an object and is therefore put under the classification of “stability.”
Muscle Groups Used
a) Gross – Examples of gross motor skills used during the soccer game are standing and running, as they involve large muscle groups.
b) Fine – An example of fine motor skills used during the soccer game is the way the goalie blocks the soccer ball from entering the goal. Blocking an object like a ball requires small muscle movements and involves hand-eye coordination.
Type of Task
a) Discrete – The action of kicking and aiming the soccer ball for the goal is a discrete motor skill because it is a brief action with a definite beginning and end. It begins when the foot prepares to kick and ends a few moments later when the ball either enters the goal or is blocked by the goalie.
b) Serial – The persistent dribbling of the soccer ball up and down the field is a serial motor skill because it uses a set of discrete skills together, like running while dribbling and guarding the ball from the other team. Dribbling is also something that occurs many times within one game.
c) Continuous – A soccer game could be played forever, if the players continued to play. The scores would only keep getting higher. Usually the only thing that ends a game of soccer is a time or points limit. This aspect of soccer could cause it to be a continuous motor skill.
Cognitive-Motor Elements – The students showed some decision making skills during the game. They did not have to use their brains extensively, but did have to decide issues such as, when to pass, how to avoid a player on the opposite team if they had the ball, and how to kick the ball towards the goal to increase the chances of it entering the goal.
Environmental Predictability – The environment on the soccer field was very open. The opportunity arose a couple of times for a player to run straight up the middle of the field without interference but players dribbling the ball were also blocked from running a straight path several times also. Players can kick the ball towards the goal with hopes of scoring from dozens of places on the field and a team can change positions, from offense to defense, in a second. These aspects make a soccer game an open environment.
Examples of Gentile's Two Dimensional System:
Body Stationary, No Object Manipulation, No Environment Variation, No Context Variation
-Stretching prior to the soccer game
Body Stationary, Object Manipulation, Environment Variation, No Context Variation
-The blocking of the ball by the goalie
Body Transport, No Object Manipulation, Environment Variation, No Context Variation
-Running with teammates waiting for the ball
Body Transport, Object Manipulation, Environment Variation, No Context Variation
-Dribbling the soccer ball
Body Transport, Object Manipulation, Environment Variation, Context Variation
-Kicking the ball into the goal
On Tuesday, September 07, I observed a soccer game played by students of Berry College Elementary and Middle School, aged 7-9 years old. The game occurred during a P.E. class in a field below Frost Chapel on Berry College campus. The following is a list of one-dimensional movement systems and movements I observed during the children’s soccer game that fit into them:
Fundamental Movement
a) Locomotor – The students exhibited locomotor movement when they ran alongside the teammate who was dribbling the ball, waiting for it to be passed to them. Because they were simply running and were not currently manipulating the object, the ball, this is considered locomotor movement.
b) Manipulative – The students exhibited manipulative movement when they had a chance to dribble the ball up the playing field in hopes of scoring. Because passing, dribbling, and kicking a soccer ball are all examples of object manipulation, this part of the soccer game is considered a form of manipulative movement.
c) Stability – Before the game started, the students were instructed to stretch their muscles, especially in their lower bodies because soccer involves so much running. Stretching does not require great movement or manipulation of an object and is therefore put under the classification of “stability.”
Muscle Groups Used
a) Gross – Examples of gross motor skills used during the soccer game are standing and running, as they involve large muscle groups.
b) Fine – An example of fine motor skills used during the soccer game is the way the goalie blocks the soccer ball from entering the goal. Blocking an object like a ball requires small muscle movements and involves hand-eye coordination.
Type of Task
a) Discrete – The action of kicking and aiming the soccer ball for the goal is a discrete motor skill because it is a brief action with a definite beginning and end. It begins when the foot prepares to kick and ends a few moments later when the ball either enters the goal or is blocked by the goalie.
b) Serial – The persistent dribbling of the soccer ball up and down the field is a serial motor skill because it uses a set of discrete skills together, like running while dribbling and guarding the ball from the other team. Dribbling is also something that occurs many times within one game.
c) Continuous – A soccer game could be played forever, if the players continued to play. The scores would only keep getting higher. Usually the only thing that ends a game of soccer is a time or points limit. This aspect of soccer could cause it to be a continuous motor skill.
Cognitive-Motor Elements – The students showed some decision making skills during the game. They did not have to use their brains extensively, but did have to decide issues such as, when to pass, how to avoid a player on the opposite team if they had the ball, and how to kick the ball towards the goal to increase the chances of it entering the goal.
Environmental Predictability – The environment on the soccer field was very open. The opportunity arose a couple of times for a player to run straight up the middle of the field without interference but players dribbling the ball were also blocked from running a straight path several times also. Players can kick the ball towards the goal with hopes of scoring from dozens of places on the field and a team can change positions, from offense to defense, in a second. These aspects make a soccer game an open environment.
Examples of Gentile's Two Dimensional System:
Body Stationary, No Object Manipulation, No Environment Variation, No Context Variation
-Stretching prior to the soccer game
Body Stationary, Object Manipulation, Environment Variation, No Context Variation
-The blocking of the ball by the goalie
Body Transport, No Object Manipulation, Environment Variation, No Context Variation
-Running with teammates waiting for the ball
Body Transport, Object Manipulation, Environment Variation, No Context Variation
-Dribbling the soccer ball
Body Transport, Object Manipulation, Environment Variation, Context Variation
-Kicking the ball into the goal
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