This document discusses the biomechanics of throwing for distance and accuracy. It describes the different types of joints and movements in the body, including flexion, extension, and rotation. It also discusses biomechanical principles such as inertia, momentum, and projectile motion. Finally, it outlines different aspects of skill learning such as the cognitive, associative, and autonomous phases; different types of practice including mass, distributed, and part practice; and factors that can affect learning like age, gender, mental state and prior knowledge.
This presentation discusses the science and application of how to effectively teach and correct movement patterns through the use of constraints and session variability (Implicit coaching framework). Based on the science of dynamic systems and movement variability, this presentation showcases a framework for designing drills and practice sessions that effectively leverage constraints and variability. Considerations for the impact these strategies have on skill acquisition will be discussed.
Plyometrics and types of Periodisation)J. Priyanka
Plyometrics
Goals of Plyometrics
Plyometrics Exercises
Plyometrics Effectiveness
Benefits of Plyometrics
Guidelines for Plyometrics training
Plyometrics in Rehabilitation
Periodisation
Objectives of Periodisation
Types of Periodisation
Benefits of Periodisation
This presentation discusses the science and application of how to effectively teach and correct movement patterns through the use of constraints and session variability (Implicit coaching framework). Based on the science of dynamic systems and movement variability, this presentation showcases a framework for designing drills and practice sessions that effectively leverage constraints and variability. Considerations for the impact these strategies have on skill acquisition will be discussed.
Plyometrics and types of Periodisation)J. Priyanka
Plyometrics
Goals of Plyometrics
Plyometrics Exercises
Plyometrics Effectiveness
Benefits of Plyometrics
Guidelines for Plyometrics training
Plyometrics in Rehabilitation
Periodisation
Objectives of Periodisation
Types of Periodisation
Benefits of Periodisation
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. Flexion
Refers to movement where the angle between two bones
decreases.
Flexion is commonly known as bending.
Example: Bicep Curl
4. Extension
Refers to movement where the angle between two bones
increases.
Extension is otherwise known as straightening.
Example: Tricep Extension
5. Adduction
Is movement of a body segment toward the midline of
the body.
Example: bringing legs together in a star jump
6. Abduction
Is movement of a body segment away from the midline
of the body.
Example: moving legs/arms away in star jump
7. Circumduction
This is a movement where the joint is the pivot and the
body segment moves in a combination of flexion,
extension, adduction and abduction
Example: Butterfly in swimming
8. Rotation
Refers to a pivoting or ‘twisting’ movement. Rotation is
broken down further into medial and lateral rotation.
Example: Head rotating on
vertebrae
10. Pronation
Movement so the palm of the hand faces down
Example: Wrist pronation – rotating
hand from a supinated to a
pronated position
11. Inversion
Is the movement of the foot to bring the sole of the foot
to face inward.
12. Eversion
Is the movement of the foot to bring the sole of the foot
to face outward.
13. Dorsiflexion
Is moving the top of the foot toward the shin or ‘raising’
the toes.
14. Plantarflexion
Is moving the top of the foot away from the shin or
‘pointing’ the toes.
15. Types of Joints
Gliding - Carpals
Hinge - knee
Pivot – atlas and axis of neck
Condyloid/Ellipsoid – carpal and radius
Saddle – metacarpal of thumb
Ball & Socket – shoulder & hip
17. Inertia
An object as rests tends to remain at rest unless acted
upon by some external force
An object’s resistance to movement
18. Momentum
An object that is moving will continue to move in the
direction the force was applied until another force is
applied
19. Stability
The ability to hold or maintain a position in space
20. Balance
An ability to maintain the line of gravity of a body within
the base of support
21. Centre of Mass/Gravity
The point in the body at which all parts of the body are
in balance OR at which gravity is centred
22. Force
Force is defined as a PUSH or a Pull
Kicking a ball, leg applies force to the ball
23. Force Summation/Kinetic Linking
The production of large forces by the body is dependent
upon using each joint in the correct order, and using
each joint at its most appropriate time.
24. Levers
A rigid structure, hinged at some part and to which
forces are applied at two other points
3 Parts: Force, Load, Pivot
25. Projectile Motion
A projectile is any object released into the air. Once an
object is in the air its flight path is governed by factors
prior to its release.
Speed, Height, Angle of Release
30. Skill Classification: Open
The timing depends on external forces
Skills are perceptual and externally paced
Football pass
31. Skill Classification: Closed
Skills take place in a stable, predictable environment.
Skills are not affected by the environment
Movements follow set patterns
Free throw in Basketball
32. Skill Classification: Discrete
Single, specific skills that are well defined actions with
clear beginning and end
Hockey penalty flick
34. Skill Classification: Serial
A group of discrete skills strung
together to make a new and
complex movement.
The sequence of skills for the
triple jump.
36. Cognitive or Understanding Phase
Performances are inconsistent and success is not
guaranteed.
Process of trial and error with a success rate of 2-3 out
of 10 attempts.
37. Needs of Cognitive Phase:
Requires all of your attention and rely on the external
cues – teacher/coach
Correct performances must be reinforced through
external feedback.
38. Phases of Learning: Associative
Performances more consistent as motor programmes are
being formed.
Start to get a sense of internal 'kinesthetic' feedback.
Success rate 5-7 out of 10.
39. Needs of Associative Phase
Simpler parts of the skill look fluent and are well
learned, however, the more complex elements require a
lot of attention.
Begin to detect and correct own errors
40. Phases of Learning: Autonomous
Performances have become consistent, fluid and
aesthetically pleasing.
The motor programmes involved are well learned and
stored in the long-term memory.
41. Needs of Autonomous
Attention can be focused on opponents and tactics.
Retaining the new skill must be constantly practiced to
reinforce the motor programmes.
Success is now 9 out of 10.
43. Mass
the skill is practiced until learnt without taking a break.
44. Mass Practice
Risks: If individual has a
low level of fitness and
motivation performance
will suffer
Benefits: best for simple
skills. A rally in
badminton where the
learner must repeatedly
perform drop shots. This
causes fatigue and
therefore simulates the
late stages of a game
45. Distributed
practice is interspersed with breaks that can either be
rest or another skill.
46. Distributed Practice
Risks: boredom for
individuals with a high
level of fitness and
highly motivated.
Benefits: allows for rest
and mental rehearsal.
This is best used in
difficult, dangerous or
fatiguing skills and with
young or lowly motivated
individuals
47. Whole
When the skill is taught in its entirety; the whole
movement.
48. Whole Practice
Risks:
Unsuitable for people
with low attention spans,
complex or dangerous
skills
Benefits:
Good for simple skills
that cannot be broken
down into parts
49. Part
When skills are broken down into its associated parts or
sub routines
E.g. volleyball serve – ball toss, stance, weight transfer,
arm swing (contact and follow through).
50. Part Practice
Risks:
transfer of the skills from
part to whole may not be
effective and it may also
reduce the kinesthetic
awareness (feel) for the
whole skill.
Benefits:
Can learn each key
element and focus
on an individual
component as part
of training
54. Problem Solving
Risks:
Skills best suited toward
Open skills so Closed
skills cannot be practiced
Benefits:
Creative solutions are
required to perform
56. Mental Practice
Risks
Can over think things
You need to take a break
in physical practice to
perform mental tasks.
Benefits
Good in the resting
phase of distributed
practice
57. Physical
What we are familiar with. The skill is performed by
active/physical movement.
58. Physical Practice
Risks
Fatigue, boredom
Benefits
Actively perform the skill
59. Factors effecting learning
Age – state of readiness
Gender – Differences in physique, interests and
motivation
Mental State – Positive/Negative Self Talk
Skill Level – different levels of co-ordination, balance,
speed and other skill-related fitness components that
may contribute to faster learning.
Prior Knowledge – previous exposure to the skill being
learnt will have both a cognitive and physical advantage.
Confidence – Mental State, Skill Level and Prior
Knowledge combined
61. Self-talk
Thoughts and words athletes and performers say to
themselves
Self-talk phrases (or cues) are used to direct attention
towards a particular thing in order to improve focus or
are used alongside other techniques to facilitate their
effectiveness
62. Visualisation
Visualization is the process of creating a mental image
or intention of what you want to happen or feel
63. Mental Rehearsal
Involves the athlete imagining themselves in an
environment performing a specific activity using all of
their senses (sight, hear, feel and smell).
The images should have the athlete performing
successfully and feeling satisfied with their performance.
64. Routines
Helps you organise a consistent and systematic psych-up
period before a race or game, without becoming
psyched-out.
65. Arousal Control
Arousal is a measure of how excited or ‘hyped up’ you
are to perform a skill or task.
Under Aroused – bored, not motivated, tired, lethargic
Over Aroused – Nervous, anxious, worried, scared,
frustrated
Optimal Arousal – Ability to control your arousal levels,
stress levels, and your emotions during your
performance of sport/skill.
66. Goal Setting
Gives direction - you can see success as you achieve
your goals which:
Focuses attention
Maintains and enhances motivation.
Increases confidence
67. Confidence
How strongly you believe in your ability to achieve your
goals.
68. Concentration
Your ability to maintain and completely focus attention
for a period of time.