This document summarizes key concepts from Chapter 9 on the psychological foundations of physical education and sport. It discusses motor learning and control models, factors that influence learning and development, and the psychological benefits of participation in physical activity. It also covers concepts like anxiety, attention, personality, and strategies to promote exercise adherence and reduce dropout.
Aerobic means "with oxygen," and anaerobic means "without oxygen." Anaerobic exercise is the type where you get out of breath in just a few moments, like when you lift weights for improving strength, when you sprint, or when you climb a long flight of stairs.
Adapted slides from my presentation with John Abreu as part of the Canadian Sport Institute Pacific's Speaker Series. This initiative intends to help athletes gain the tools, knowledge and skills needed to reach the next level of sport performance;
engage with other athletes, coaches and sport professionals in a multi-sport environment; and, gain access and know-how from world leading sport performance professionals and athletes who have reached the highest levels of sport.
This presentation introduced some of the foundational concepts of periodization to a live and online audience and was followed by an expert panel discussion.
Sports Coaching Pedagogy presentation assessment on whether or not warming up & stretching prior to exercise has the potential to increase physical performace and prevent sports related injuries
Aerobic means "with oxygen," and anaerobic means "without oxygen." Anaerobic exercise is the type where you get out of breath in just a few moments, like when you lift weights for improving strength, when you sprint, or when you climb a long flight of stairs.
Adapted slides from my presentation with John Abreu as part of the Canadian Sport Institute Pacific's Speaker Series. This initiative intends to help athletes gain the tools, knowledge and skills needed to reach the next level of sport performance;
engage with other athletes, coaches and sport professionals in a multi-sport environment; and, gain access and know-how from world leading sport performance professionals and athletes who have reached the highest levels of sport.
This presentation introduced some of the foundational concepts of periodization to a live and online audience and was followed by an expert panel discussion.
Sports Coaching Pedagogy presentation assessment on whether or not warming up & stretching prior to exercise has the potential to increase physical performace and prevent sports related injuries
Presentation on the speed in sports with an analytical approach to the different manifestations (reaction, movement, displacement).
The issues of the demonstrations in different modalities are discussed (soccer, rugby, American football, volleyball, basketball, boxing, baseball, gymnastics, swimming, etc.).
Fitness program: 5 steps to get started
Are you thinking about starting a fitness program? Good for you! You're only five steps away from a healthier lifestyle.
1. Assess your fitness level. You probably have some idea of how to fit you are. But assessing and recording baseline fitness scores can give you benchmarks against which to measure your progress. To assess your aerobic and muscular fitness, flexibility, and body composition.
2. Design your fitness program. It's easy to say that you'll exercise every day. But you'll need a plan.
3. Assemble your equipment. You'll probably start with athletic shoes. Be sure to pick shoes designed for the activity you have in mind. For example, running shoes are lighter in weight than more supportive cross-training shoes.
4. Get started
Start slowly and build up gradually. Give yourself plenty of time to warm up and cool down with easy walking or gentle stretching. Then speed up to a pace you can continue for five to 10 minutes without getting overly tired. As your stamina improves, gradually increase the amount of time you exercise. Work your way up to 30 to 60 minutes of exercise most days of the week.
Break things up if you have to. You don't have to do all your exercise at once so you can weave in activity throughout your day. Shorter but more-frequent sessions have aerobic benefits, too. Exercising in short sessions a few times a day may fit your schedule better than a single 30-minute session. Any amount of activity is better than none at all.
Be creative. Maybe your workout routine includes various activities, such as walking, bicycling, or rowing. But don't stop there. Take a weekend hike with your family or spend an evening ballroom dancing. Find activities you enjoy to add to your fitness routine.
Listen to your body. If you feel pain, shortness of breath, dizziness, or nausea, take a break. You may be pushing yourself too hard.
Be flexible. If you're not feeling good, permit yourself to take a day or two off.
5. Monitor your progress. Retake your fitness assessment six weeks after you start your program and then again every few months. You may notice that you need to increase the amount of time you exercise to continue improving. Or you may be pleasantly surprised to find that you're exercising just the right amount to meet your fitness goals. Starting an exercise program is an important decision. But it doesn't have to be an overwhelming one. By planning carefully and pacing yourself, you can establish a healthy habit that lasts a lifetime. (Mayo Clinic)
Fitness testing is a way of gaining information about the health-related and skill related components of an athletes fitness. Testing can take place in a number of environments, with laboratory testing being the most accurate.
Presentation on the speed in sports with an analytical approach to the different manifestations (reaction, movement, displacement).
The issues of the demonstrations in different modalities are discussed (soccer, rugby, American football, volleyball, basketball, boxing, baseball, gymnastics, swimming, etc.).
Fitness program: 5 steps to get started
Are you thinking about starting a fitness program? Good for you! You're only five steps away from a healthier lifestyle.
1. Assess your fitness level. You probably have some idea of how to fit you are. But assessing and recording baseline fitness scores can give you benchmarks against which to measure your progress. To assess your aerobic and muscular fitness, flexibility, and body composition.
2. Design your fitness program. It's easy to say that you'll exercise every day. But you'll need a plan.
3. Assemble your equipment. You'll probably start with athletic shoes. Be sure to pick shoes designed for the activity you have in mind. For example, running shoes are lighter in weight than more supportive cross-training shoes.
4. Get started
Start slowly and build up gradually. Give yourself plenty of time to warm up and cool down with easy walking or gentle stretching. Then speed up to a pace you can continue for five to 10 minutes without getting overly tired. As your stamina improves, gradually increase the amount of time you exercise. Work your way up to 30 to 60 minutes of exercise most days of the week.
Break things up if you have to. You don't have to do all your exercise at once so you can weave in activity throughout your day. Shorter but more-frequent sessions have aerobic benefits, too. Exercising in short sessions a few times a day may fit your schedule better than a single 30-minute session. Any amount of activity is better than none at all.
Be creative. Maybe your workout routine includes various activities, such as walking, bicycling, or rowing. But don't stop there. Take a weekend hike with your family or spend an evening ballroom dancing. Find activities you enjoy to add to your fitness routine.
Listen to your body. If you feel pain, shortness of breath, dizziness, or nausea, take a break. You may be pushing yourself too hard.
Be flexible. If you're not feeling good, permit yourself to take a day or two off.
5. Monitor your progress. Retake your fitness assessment six weeks after you start your program and then again every few months. You may notice that you need to increase the amount of time you exercise to continue improving. Or you may be pleasantly surprised to find that you're exercising just the right amount to meet your fitness goals. Starting an exercise program is an important decision. But it doesn't have to be an overwhelming one. By planning carefully and pacing yourself, you can establish a healthy habit that lasts a lifetime. (Mayo Clinic)
Fitness testing is a way of gaining information about the health-related and skill related components of an athletes fitness. Testing can take place in a number of environments, with laboratory testing being the most accurate.
This document was produced for a Webinar for the Association of Directors of Public Health (ADHP www.adph.org.uk ) on 27th April 2017 in partnership with Public Health England (PHE www.gov.uk/phe) Hertfordshire County Council (www.hertfordshire.gov.uk) and the Health Psychology in Public Health Network (HPPHN www.hppn.org.uk ).
What is Special Education 1iStockphotoThinkstockPre-.docxphilipnelson29183
What is Special Education? 1
iStockphoto/Thinkstock
Pre-Test
1. 1. You can use the terms disability and handicap interchangeably. T/F
2. 2. The history of special education began in Europe. T/F
3. 3. The first American legislation that protected students with disabilities was passed in the 1950s.
T/F
4. 4. All students with disabilities should be educated in special education classrooms. T/F
5. 5. Special education law is constantly reinterpreted. T/F
6. Answers can be found at the end of the chapter.
3
Executive Functioning
Poplasen/iStock/Thinkstock
Learning Objectives
By the end of this chapter, you should be able to:
• Compare and contrast core executive-function processes.
• Describe common measurements of core executive-function processes and evaluate how results of the mea-
surements are interpreted.
• Analyze how attention supports executive functioning.
• Explain how prefrontal and ventral striatum neural regions are associated with executive functions in emo-
tional contexts.
• Articulate how different factors influence young children’s willingness to delay gratification.
• Connect efforts to train executive functions in children to relevant theories and findings.
Pretest Questions
Pretest Questions
1. Children play a game in which they say “day” whenever they see a picture of the moon
and “night” whenever they see a picture of the sun. Children cannot succeed on this task
until they begin formal schooling around age 6 or 7. T/F
2. The inattentiveness of children diagnosed with attention-deficit/hyperactivity disorder
is solely a deficit in attention and is unrelated to other cognitive processes such as
memory. T/F
3. By adolescence, the brain is still maturing, which may explain why adolescents engage in
risk-taking more than younger children and adults. T/F
4. Young children find it easiest to delay gratification when they attend to a reward and are
reminded why the reward is worth waiting for. T/F
5. There is evidence that practice can help improve children’s memory, but it is
inconclusive whether the positive effects are long lasting. T/F
Mr. Gupta, a preschool teacher, has been recently hired to lead a classroom of 3- and 4-year-old
children. Nothing he learned in his education up to this point prepared him for setting up a class-
room by himself. As he considers how to arrange the classroom in anticipation of the school year
beginning, he recalls conflicting advice and material learned in classes.
Gupta remembers from one of his early childhood education courses that the quality of the sur-
rounding environment can impact learning. One experienced teacher told him that children love
a brightly colored room with lots of decorations, posters, and charts on the walls. Classrooms
should feel safe and inviting, since this can also impact learning. Another told him to make sure
the room was free of clutter and decoration. Gupta realizes both recommendations probably
cannot be met—a c.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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!
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
PHYSIOLOGY Chap9
1. Chapter 9: Psychological
Foundations of Physical Education
and Sport
What is the information-processing model of
motor learning and the concepts related to it?
How do the concepts of feedback, design of
practice, and transfer apply to physical
education, exercise science, and sport?
What are the psychological benefits of
participation in sport and physical activities?
2. Learning
Learning is a relatively permanent change in behavior
or performance as a result of instruction, experiences,
study, and/or practice.
Learning is inferred from changes in performance.
Motor behavior is concerned with the learning or
acquisition of skills across the lifespan and
encompasses three areas:
Motor learning
Motor control
Motor development
3. Motor Behavior
Motor learning
Study of the acquisition of skills as a
consequence of practice.
Motor control
Study of the neural mechanisms and
processes by which movements are learned
and controlled.
4. Historical Development of Motor Learning
and Motor Control
Early Period (1880-1940)
Research focused on how did mind worked, not the
production of skills.
Thorndike: Law of Effect
» When responses were rewarded, the behavior strengthened.
Middle Period (1940-1970)
Craik focused research on how the brain processes and uses
information to determine the motor response.
Henry:
» “Memory drum theory” (role of cognitive activity in motor learning)
5. Historical Development of Motor Learning
and Motor Control
Present Period (1970-present)
Emergence of motor learning and motor control
within physical education programs.
Closed Loop theory (Adams)
Schema theory (Schmidt)
Dynamical Systems theory (Kelso)
6. Areas of Study
How does the type and frequency of feedback impact
skill acquisition?
How does the structure of practice influence the
retention of skills?
What can be done to facilitate the transfer of previous
learning to the learning of new skills?
How does the aging process affect motor control?
How do differences in individuals’ learning styles
influence their ability to learn motor skills?
7. Information Processing Model
Input
Information from the environment through the senses.
Decision-making
Input evaluation and integration with past information .
Response selection
Output
Response execution
Feedback
Information about the performance and quality of the
movement. Information gained here can guide future
interpretations, decisions, and responses.
8. Stages of Learning
Cognitive Stage
Understanding of the nature and goal of the activity to be learned
Initial attempts at the skill - gross errors
Associative Stage
Practice on mastering the timing of the skill
Fewer and more consistent errors
Autonomous Stage
Well coordinated and appears effortless
Few errors
“Automatic” performance allows attention to be directed to other
aspects of skill performance
9. Factors Influencing Learning
Readiness
Physiological and psychological factors influencing an
individual’s ability and willingness to learn.
Motivation
A condition within an individual that initiates activity directed
toward a goal. (Needs and drives are necessary.)
Reinforcement
Using events, actions, and behaviors to increase the likelihood
of a certain response recurring. May be positive or negative
Individual differences
Backgrounds, abilities, intelligence, learning styles, and
personalities of students
10. Motor Learning Concepts
1. Practice sessions should be structured to promote
optimal conditions for learning.
2. Learners must understand the task to be learned.
3. The nature of the skill or task to be learned should be
considered when designing practice.
4. Whether to teach by the whole or the part method
depends on the nature of the skill and the learner
5. Whether speed or accuracy should be emphasized in
teaching a skill depends on the requirements of the skill.
11. Motor Learning Concepts
6. Transfer of learning can facilitate the acquisition of
motor skills.
7. Feedback is essential for learning.
Knowledge of results (KR)
Knowledge of performance (KP)
8. Learners may experience plateaus in learning.
9. Self-analysis should be developed.
10. Leadership influences the amount of learning.
12. Motor Development
Study of the origins and changes in movement
behavior throughout the lifespan.
Biological and environmental influences on
motor behavior from infancy to old age.
Influence of psychological, sociological,
cognitive, biological, and mechanical factors on
motor behavior.
Rate and sequence of development.
13. Historical Development
Maturational Period (1928-1946)
Research on the underlying biological processes guiding maturation.
The rate and sequences of motor development from infancy in terms of
acquisition of rudimentary and mature movements.
Normative/Descriptive Period (1946-1970s)
Description of the motor performances of children.
Research on how growth and maturation affect performance and the
impact of perceptual-motor development.
Process-Oriented Period (1980s-present)
Research on how cognitive factors influence motor skill acquisition and
motor development based on dynamical systems theory.
14. Areas of Study
What are the heredity and environmental factors
most significantly associated with obesity?
At what age can children safely engage in
resistance training?
How does socioeconomic status affect the
development of motor skills?
How does early sensory stimulation affect the
development of motor skills?
What are the changes in motor skill development
experienced across the lifespan?
15. Phases of Motor Development
Gallahue developed an hourglass model…
Early reflexive and rudimentary movement phases:
Hereditary is the primary factor for development.
Sequential progression of development but individuals’
rates of development will differ.
Fundamental movement phase:
Skill acquisition based on encouragement, instruction, and
opportunities for practice.
Specialized movement phase: Refinement of skills
“Turnover”: Hereditary and environmental factors
that influence the rate of the aging process.
16. Fundamental Movement Phase
Initial Stage (~ age 2)
Poor spatial and temporal integration of skill movements.
Improper sequencing of the parts of the skill
Poor rhythm, difficulties in coordination
Elementary Stage (~ age 3 & 4)
Greater control and rhythmical coordination
Temporal and spatial elements are better synchronized.
Movements are still restricted, exaggerated, or inconsistent.
Mature Stage (~age 5 or 6)
Increased efficiency, enhanced coordination, and improved control of
movements.
Greater force production
17. Psychology of Sport and Exercise
“The systematic scholarly study of the behavior,
feelings, and thoughts of people engaged in sport,
exercise, and physical activity.” (Vealey)
Questions addressed:
Is the personality profile of an elite athlete ?
What are the psychological benefits of participation in
regular physical activity?
How does anxiety influence performance?
What factors influence an individual’s adherence to a
rehabilitation program?
How does self-confidence influence performance?
18. Historical Development
Late 1890s and early 1900s: Norman Triplett did first research
on what became known as the Social Facilitation Theory.
1918: Griffith known as the “father of sport psychology”
In 1938, he became the Chicago Cubs team’s sport psychologist
researching how to enhance motivation and improve self-confidence.
Late 1960s and 1970s:
Sport psychology as a subdiscipline of physical education.
Undergraduate and graduate curriculums, research programs, and
professional societies.
1979: Journal of Sport Psychology began publication.
19. Historical Development
1980s: Researchers embraced an applied approach to the field.
1986: Association for the Advancement of Applied Sport Psychology
(AAASP) was organized.
Exercise psychology evolved as a specialized area of study.
Increase of interest by clinically trained psychologists help to shape the
field.
1988: Journal of Sport Psychology became known as Journal of Sport
and Exercise Psychology
1990s-present
Rich diversity in approaches to the field and areas of study.
Tremendous opportunity to teach, consult, and research in the field.
20. Psychological Benefits of Physical Activity
Improves health-related quality of life.
Improves one’s mood.
Alleviates symptoms associated with mild depression.
Reduces anxiety.
Aids in managing stress.
Enhances self-concept, self-esteem, self-efficacy, and
self-confidence.
Offers opportunities for affiliation with others.
21. Psychological Benefits of Physical Activity
Offers opportunities to experience “peak” moments.
Provides recreation and a change of pace.
Offers an opportunity for individuals to challenge
themselves and strive for mastery.
Offers creative and aesthetic experiences.
Increasing recognition of physical activity as a
therapeutic modality.
22. Exercise and Adherence
Estimates reveal that nearly 50% of patients fail to
comply with their medical treatment.
Adherence to supervised exercise programs ranges
from 50% to 80%.
Only 30% of individuals who begin an exercise
program will be exercising at the end of 3 years.
What can be done to promote continued
involvement?
23. Exercise and Adherence:
Intervention Models
Classic learning theories
Learning a new behavior is achieved by altering
the many small behaviors that compose the overall
behavior.
Break behavior down into smaller goals to be
achieved.
Work incrementally toward goal.
Reinforcement is important; provide rewards and
incentives (both immediate and long-range).
24. Exercise and Adherence:
Intervention Models
Health belief model
Adoption of a health behavior depends on the
person’s perception of four factors:
» Severity of potential illness
» Susceptibility to illness
» Benefits of taking action
» Barriers to action
Self-efficacy is an important component of this model.
25. Exercise and Adherence:
Intervention Models
Social cognitive theory
Behavior change is influenced by environmental
factors, personal factors, and attributes of the
behavior itself.
Self-efficacy is central to this model.
Individual must believe in his or her ability to
perform the behavior and must perceive an
incentive for changing the behavior.
Outcomes must be valued by the individual.
26. Exercise and Adherence:
Intervention Models
Transtheoretical model “stages of change”:
» Precontemplation
» Contemplation
» Preparation
» Action
» Maintenance
» Termination
Decisional balance (weighing the pros and cons of the change)
Self-efficacy (confidence about his/her abilities in a situation)
Target the intervention to the individual’s current stage.
27. Exercise and Adherence:
Intervention Models
Ecological approach
Comprehensive approach to health.
Development of individual skills is emphasized as
well as creating supportive, health-promoting
environment.
Environmental and societal influences and
limitations on health behavior should be considered
when planning for behavior change.
28. Exercise Dropout
Low self-motivation
Depression
Low self-efficacy
Denial of seriousness of
one’s health condition
Obesity
Type A behavior pattern
Smokers
Blue-collar workers
Perception that exercise
has few health benefits
Inactive lifestyle
Sedentary occupations
Lack of social support
Family problems
Interference of job-related
responsibilities
Inconvenience
High-intensity exercise
29. Exercise Adherence
Educational approaches
Increase participants knowledge and understanding of the
benefits of physical activity and exercise.
Behavioral approaches
Reinforcement
Contracting
Self-monitoring
Goal-setting
Enhancement of self-efficacy
30. Exercise Adherence
Program Design
Increase social support available to participants.
Offer programs at convenient times and locations.
Goal-setting and periodic assessment.
Enthusiastic leaders.
Strong communication.
Establishment of rapport.
Consideration of individual needs and interests.
31. Rehabilitation Adherence
Strategies to enhance adherence to a rehabilitation
program are important for sports medicine programs.
Adherence can be increased by:
Providing social support
Goal setting
Effective communication
Tailoring program to individual needs
Monitoring progress
Collaborative approach to accomplishing goals
32. Personality
Impact of athletics on personality development.
Relationship between personality and athletic
performance.
Do athletes differ from nonathletes?
Can athletes in certain sports be distinguished from athletes in other
sports?
Do individuals participate in certain sports because of their personality
characteristics?
Do highly skilled athletes in a sport have different personality
characteristics than the lesser skilled athletes?
Can personality predict success in sport?
Each athlete must be treated as an individual.
33. Anxiety and Arousal
Anxiety is a subjective feeling of apprehension
accompanied by a heightened level of physiological
arousal.
Physiological arousal is an autonomic response that
results in the excitation of various organs of the body.
Trait and state anxiety
Trait: integral part of an individual’s personality.
State: emotional response to a specific situation that results
in feelings of fear, tension, or apprehension.
Find the optimal level of arousal that allows for peak
performance.
34. Reducing Anxiety
Use physical activity (warm-ups) to release stress and
anxiety.
Develop precompetition routines.
Simulate games in practice to rehearse skills and
strategies.
Tailor preparation for the competition to the individual
athlete. Each athlete will have different needs.
Build self-confidence and high, but realistic
expectations.
Keep errors in perspective.
35. Attention
Ability to direct senses and thought processes to
particular objects, thoughts, and feelings
Dimensions of attention
Width: Broad to narrow
Direction: External to internal
Attentional flexibility
Be able to rapidly switch back and forth between various
attentional styles at will, depending on what the task
demands.
Anxiety tends to narrow and internalize attentional
focus, and this will impact performance. How?
36. Intervention Strategies
WHY? To help athletes achieve optimal
performance.
Management of anxiety and arousal
» Relaxation techniques
Cognitive strategies
» Restructuring
» Thought stopping
» Self-talk
» Imagery
Goal setting