Unfortunately I wont be able to coach tonight due to illness 🙁
Linda will be delivering the session today and will be providing feedback on athletic performance and motivation.
Illness Session 6
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Monthly Archives: November 2012
Body as Communicator
In this video Kevin Carroll, presentation coach, explains the importance of body language when giving a speech or presentation.
Body language – gestures, facial expressions, eye movement, breathing patterns, skin colour changes, muscle tone, interpersonal distance, and posture – is thought to play a key role in sport, as the majority of communication there is done through the body (BPS, 2012).
According to the New York Times (2006), positive body language is essential in sports because it holds a team together and promotes effective communication. Winning is the common goal in sports, and poor body language can convey that you are not a team player or that you have lost confidence and respect for your fellow teammates. Positive nonverbal communication can solidify a team and help build both communication and respect. NCBI (2010) reports touching forms of nonverbal communication, such as a high-five or pat on the back, build cooperation and improve performance.
Coaching
Body language will be focused on in future sessions and the impact of engagement and enjoyment will be noted.
References
Bps.org.uk (2012). The key role of body language in sport | BPS. [online] Available at: http://www.bps.org.uk/news/importance-body-language-sport [Accessed: 29 Nov 2012].
Ncbi.nlm.nih.gov (2010) Tactile communication, cooperation, and performance: an ethological study of the NBA. [online] Available at: http://www.ncbi.nlm.nih.gov/pubmed/21038960 [Accessed: 29 Nov 2012].
Nytimes.com (2006) Language of a Losing Team? Read Their Bodies – New York Times. [online] Available at: http://www.nytimes.com/2006/11/29/sports/football/29giants.html?_r=0 [Accessed: 29 Nov 2012].
Session 6: Road Run
Today will be challenging for the athletes as it involves running on the road at a coach delivered pace and not theirs. This will link well with grouping as it will display which athletes are more aerobically tuned. It will be noted for future road runs to generate the best session intensity for the individuals to improve their performance.
Also before and after the run, discussion on opportunity of athlete led warm ups and plyometric study participation will be presented.
In the reflection, the groups of individuals will be named by colour for confidentiality reasons
Session 5: 1K Reflection
On the 27th November 2012 the athletics group undertook a dynamic warm up, 2 x 1000m and a warm down game of bull dog.
In our session us coaches decided to let the new volenteer to deliver to warm up to allow her to delevop and gain more confidence.
She decided to use an autocratic style at first which soon adapted to a democratic way: Guided descovery.
For the main session of 1000m efforts, our group was joined by another. However the other group was differentiatiated from us as they had a faster pace. positive reinforcement was used to encourage athletes to continue at this cold time of year.
At the end we gave them an opportunity what warm down they would like to do; all voted for bulldog. This acts a positive behaviour management, as a reward system.
My coaching on this day was less involved as I wanted the new volenteer to have more control over the session; building confidence to take a main session in the near future.
All in all the athletes worked hard and played hard at the end. It was a well delviered and participated session.
Differentiation: Grouping
Morley and Bailey (2006) state grouping is a key part for success. This enables PE participants to operate at a high level and challenge themselves and others. It is suggested this works better with equal abilities and not mixed. Freeman (1998) refers that average participants benefit from mixed grouping and specific grouping for talented participants.
Research has stated that mixed method for teaching is in decline in other subjects (Benn & Chitty, 1996). PE still exhibits mixed abilities. There are strategies on how more talented can help others, but this can have negative impacts aswell. These can be that the talented become average as they miss vital technique for their sport.
For a teacher or coach it is important to realize the importance of grouping in certain ways to enhance provision for talented athletes (Morley & Bailey, 2006)
Grouping systems
(Morley & Bailey, 2006)
(Gregory & Chapman, 2007)
The above clearly indicate different ways to sellecting groups to coach and teach. The research will be adopted to the next session on tuesday 27th November 2012.
References
BENN, C., & CHITTY, C. (1996). Thirty years on: is comprehensive education alive and well or struggling to survive? London, David Fulton Publishers.
FREEMAN, J. (1998). Educating the very able: current international research. London, Stationery Office.
Gregory, G. H., & Chapman, C. (2007). Differential instructional strategies. Thousand Oaks, CA: Corwin Press.
MORLEY, D., & BAILEY, R. (2006). Meeting the needs of your most able pupils in PE/sports. London, David Fulton.
Session 4: 600m Challenge Reflection
Today’s session really showed the athletes determination. The weather was not on our sides with 35mph winds and light rain, which turned into heavy rain just after the cool down.
The warm up was fast pace and was delivered quickly due to the cold weather. However there were signs of some athletes disengaged with the session as the chattered while instruction was given. This caused a distraction for the others, with which I pointed out and asked them do you know what you are doing now (positive behavior management)? For which I received the response: no, ’cause I can’t hear you because of the wind. This was fine and I pulled the group in closer so all could hear well.
The main session was delivered in the standard way of one coach being at the beginning and one at the end, this is to ensure safe distance between athletes and to provide motivation.
All athletes performed well considering the weather conditions, their bleep test results also represented their pace at the 600m.
Session 3: Bleep Test Reflection
Bleep Test 20/11/2012
Due to confidentiatlity the individuals scores are kept secret. Each athlete can obtain thier score from the notice board in the hub on Tuesday 27th November 2012. Below is a report done in SPSS to find the mean value of the group.
Report |
||
Scores |
||
Mean |
N |
Std. Deviation |
7.030 |
20 |
1.3075 |
This shows the athletes are at a stage to increase their current intensity in training. A scheme of work will be developed from this and uploaded before Tuesday 27th November 2012.
Session 4: 600m Challenge
With winter bearing upon us, the periodization of LWAC is in the transition to more aerobic work and conditioning.
This session leads to a road challenge, going for distance and not speed. Todays training session will consist of dynamic warm up, 2 x 600m and a warm down jog.
Session 3: Hall: Bleep Test: 20th Nov
This time of year the athletes are required to perform a bleep test to see how they have improved since the last time. This will be used as a starting point to produce a full needs analysis and scheme of work.
What is a Bleep Test?
The multi-stage fitness test, also known as the bleep test, pacer test, Leger-test or 20-m shuttle run test
The Stages involved
(Léger et al.,1988).
Rules
The test involves running continuously between two points that are 20 m apart from side to side. These runs are synchronized with a pre-recorded audio tape, CD or laptop software, which plays beeps at set intervals. As the test proceeds, the interval between each successive beep reduces, forcing the athlete to increase their speed over the course of the test, until it is impossible to keep in sync with the recording (or, in rare occasions, if the athlete completes the test). Many people who test people using the Multi-stage fitness test allow one level to beep before the person makes the line, but if the person being tested does not make the next interval then the most recent level they completed is their final score. The recording is typically structured into 21 ‘levels’, each of which lasts around 62 seconds. Usually, the interval of beeps is calculated as requiring a speed at the start of 8.5 km/h, increasing by 0.5 km/h with each level thereafter. The progression from one level to the next is signaled by 3 quick beeps. The highest level attained before failing to keep up is recorded as the score for that test.
Reference
Léger, L.A.; Mercier, D.; Gadoury, C.; Lambert, J. (1988). “The multistage 20 metre shuttle run test for aerobic fitness”. J Sports Sci 6 (2): 93–101
session 2: Road Run: Fartlek-Reflection
15th Novenber session was a road run orientated fartlek session.
This comprised of a 10 min warm up game and a 45-50 min session.
The warm was changed from the usual one. I decided to use a games aprroach to warm up the athletes and “rise their motivation levels” in this cold time.
The game comprised of tig, however the athlete who got tug must perform a dynamic stretch then can rejoin the game. the tigger remains the tigger for 2min then the last person they tig becomes the new tigger.
After 6min I noticed that they were all having fun, however not all were doing the dynamic stretches. Thus I ended the game and explained that we needed to do more dynamic stretches with probing questions. This provided useful as they were aware of why we did them and they now all now what a dynamic stretch is.
For the last 2min of the warmup they performed dynamic stretches focusing on their legs and shoulders, ready for the run.
A brief drink break was introduced while giving information on the upcoming cross country event and LWAC nominations.
Main session:
The athletes were asked if they wanted to road run or stay on the track. The athletes that stayed on the track did pyramids 50×3-70×2-90-120-90-70×2-50×3, with Linda Ellis Head Coach.
The athletes that went one road run, with Mark Thornton Level 3 Coach and myself, did Jog and walk efforts. This is an intorductory aerobic Fartlek session. This involved jogging for 10 min and walking for a min or 2 depending on how the athletes felt with the pace.
The route involved going down hills to work on their deceleration control and uphill to focus on thier power and stregth development.
I was aware that some athletes are more areobically tuned than others and the pace had to be adjusted to adapt for all athletes. The athletes that were not challenged on the road were asked byself how they were pyhsically feeling and if they were fine, which they were, they were asked to join me for one lap around the cycle track of 1000m.
This insured them that they were gaining more from the session and that if they stay at this level they will be moved up to the more advanced runners in the spring/summer time, Dave Humberstones Middle distance Group
Future Coaching Points:
During Warm ups ensure more praise is given and more encouragement to positive behaviour
When bad behaviour is shown, have more understanding on how to solve the problem.
This will be shown with further research in the management section