The document provides information on feedback in physical education. It defines feedback as information used for improvement and explains its importance in alerting performers to what they are doing well and what needs improvement. Two main types of feedback are discussed: intrinsic feedback, which is the physical feel of movement as performed, and extrinsic feedback, which comes from external sources like coaches. Effective feedback is feedback that is provided promptly by a reliable source, balances positives and negatives, avoids excessive information, and includes strategies for improvement. The document uses examples from sports to illustrate these feedback concepts.
This document provides guidance to students on evaluating elements of their personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. For each letter of SOFITT, students should judge whether their plan was effective in that area. The document then focuses on evaluating the principles of specificity and overload. It prompts students to identify whether they effectively applied overload in their training, and to justify their response by discussing how the difficulty progressed over time and its impact on their development.
This document provides information and guidance about setting goals related to the mental factor in physical education. It begins by explaining why goal setting is important for the mental factor, noting that goals can improve motivation and focus. It then discusses how to set specific, measurable, achievable, relevant and time-bound (SMART) goals for mental skills like concentration, decision-making, and mental toughness. The document provides examples of SMART goals and recommends allocating time to answer exam-style questions related to goal setting in the mental factor.
This document provides information on collecting and analyzing data related to the emotional factor in physical education. It discusses why collecting information on the emotional factor is important, including to identify strengths and weaknesses and to set appropriate goals. It also outlines some common methods for collecting both quantitative and qualitative data on emotions, such as questionnaires, observations, and interviews. The document aims to guide students through understanding the emotional factor and collecting relevant data to analyze performance and progress in this area of physical education.
This document provides information about using a model performer for development in physical education. It defines a model performer as someone who can perform at an almost perfect level in one of the four factors of physical, mental, social, and emotional. Examples are given of model performers in different sports. The document discusses analyzing strengths and weaknesses in comparison to a model performer for each of the four factors. It also addresses benefits and limitations of using a model performer for data collection and development. Overall, the document explores how to identify and learn from model performers in order to improve performance.
This document provides guidance on setting goals for the physical factor in performance. It explains that goals are important to guide planning and should be set for both the short and long term, informed by data collected initially. Setting specific, measurable, achievable and time-bound goals is recommended. Goals should be progressively challenging and motivational. Regular review of goals is also advised to ensure they remain appropriate.
Monitoring our personal development plan is necessary for three key reasons: (1) It allows us to judge if our plan and approaches are effective and make adjustments if needed, (2) It can boost our motivation by seeing improvements, and (3) It allows us to reset or make new targets if existing ones are met. Regularly checking our progress through methods like recording in a training diary and re-testing gives valuable feedback to improve our plan over time.
The document provides guidance on setting goals for improving social factors in physical education. It explains that goals should be set to guide personal development plans and training programs. Effective goals are specific, measurable, and time-bound. Examples of social goals include improving communication skills by a certain date or increasing cooperation with teammates over a set period. Goals may need to be reprioritized if initial data reveals a more important area for development. The document aims to help students identify appropriate social goals to work on.
This document provides guidance to students on evaluating elements of their personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. For each letter of SOFITT, students should judge whether their plan was effective in that area. The document then focuses on evaluating the principles of specificity and overload. It prompts students to identify whether they effectively applied overload in their training, and to justify their response by discussing how the difficulty progressed over time and its impact on their development.
This document provides information and guidance about setting goals related to the mental factor in physical education. It begins by explaining why goal setting is important for the mental factor, noting that goals can improve motivation and focus. It then discusses how to set specific, measurable, achievable, relevant and time-bound (SMART) goals for mental skills like concentration, decision-making, and mental toughness. The document provides examples of SMART goals and recommends allocating time to answer exam-style questions related to goal setting in the mental factor.
This document provides information on collecting and analyzing data related to the emotional factor in physical education. It discusses why collecting information on the emotional factor is important, including to identify strengths and weaknesses and to set appropriate goals. It also outlines some common methods for collecting both quantitative and qualitative data on emotions, such as questionnaires, observations, and interviews. The document aims to guide students through understanding the emotional factor and collecting relevant data to analyze performance and progress in this area of physical education.
This document provides information about using a model performer for development in physical education. It defines a model performer as someone who can perform at an almost perfect level in one of the four factors of physical, mental, social, and emotional. Examples are given of model performers in different sports. The document discusses analyzing strengths and weaknesses in comparison to a model performer for each of the four factors. It also addresses benefits and limitations of using a model performer for data collection and development. Overall, the document explores how to identify and learn from model performers in order to improve performance.
This document provides guidance on setting goals for the physical factor in performance. It explains that goals are important to guide planning and should be set for both the short and long term, informed by data collected initially. Setting specific, measurable, achievable and time-bound goals is recommended. Goals should be progressively challenging and motivational. Regular review of goals is also advised to ensure they remain appropriate.
Monitoring our personal development plan is necessary for three key reasons: (1) It allows us to judge if our plan and approaches are effective and make adjustments if needed, (2) It can boost our motivation by seeing improvements, and (3) It allows us to reset or make new targets if existing ones are met. Regularly checking our progress through methods like recording in a training diary and re-testing gives valuable feedback to improve our plan over time.
The document provides guidance on setting goals for improving social factors in physical education. It explains that goals should be set to guide personal development plans and training programs. Effective goals are specific, measurable, and time-bound. Examples of social goals include improving communication skills by a certain date or increasing cooperation with teammates over a set period. Goals may need to be reprioritized if initial data reveals a more important area for development. The document aims to help students identify appropriate social goals to work on.
The document provides guidance for students on evaluating the effectiveness of their personal development plan in volleyball. It discusses evaluating different elements using the SOFITT acronym and focusing on frequency. Students are instructed to write a paragraph evaluating if the frequency they applied to their training was effective or not. The paragraph should include an identification of the element, a judgement providing details, and a value statement explaining the impact. Examples are provided to demonstrate the expected structure and content.
This document provides guidance for students on how to evaluate the effectiveness of their physical development plan (PDP) in volleyball. It explains the process of evaluation involves identifying an element of the plan, making a judgement on its effectiveness, and discussing its value. Examples are given of evaluating whether approaches used were specific to the student's stage of learning. Students are then prompted to evaluate if they effectively applied the principles of specificity and overload in their own training.
The document provides guidance on skills needed for coaching and mentoring such as active listening, summarizing, goal setting, and questioning. It discusses setting goals that are specific, measurable, achievable, relevant and time-bound. Coaches should use questions to encourage reflection and help coachees see the "big picture". Providing the right balance of support and challenge is important for growth.
The document discusses goal setting for improving performance. It explains that goals should follow the SMART criteria: specific, measurable, adjustable, realistic and time-bound. Short-term goals set for a session or week can help achieve long-term goals set for a 6-week development program. Examples are given of physical and mental long and short-term goals. The importance of setting goals is that it gives each training session focus, can boost motivation and allows performers to track their progress.
This document provides an orientation for new educators in a school district. It includes introductions from district leaders and answers to common questions. Goals include raising student achievement, developing engaged learners, improving relationships, and focusing on 21st century skills like collaboration and problem solving. Teachers are encouraged to utilize instructional coaches and mentors for support and to sign up for professional development opportunities.
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
The document provides information about feedback in sports:
- It defines feedback as information an athlete receives about a skill or performance to improve.
- There are two types of feedback - intrinsic (internal) feedback from within oneself and extrinsic (external) feedback from others like coaches or peers.
- Feedback should be given immediately after a performance, start with positives, and focus on one or two points at a time to motivate and help athletes improve.
The document is a presentation discussing how to evaluate the effectiveness of a personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. Specifically, it focuses on evaluating whether the targets set in a PDP were effective. It provides examples of how to identify if targets were or were not effective, justify the identification with details, and explain the value of effective or ineffective targets. Students are guided to consider if their long-term and short-term targets provided motivation, direction, and a way to measure progress toward goals.
Assignment DetailsEvaluating Your Own Risk for Inherited Disease.docxfaithxdunce63732
Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
7. Explain the importance of succession planning.
7.1 Identify the need for a succession plan.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit VI Lesso.
This document contains a rubric for assessing student work on a video or PowerPoint project about beach volleyball. The rubric evaluates students on four categories: teamwork, concept, research, and information. For teamwork, students are scored based on how regularly they meet and contribute to discussions. For concept, they are scored on how clear their vision is for the final product and how well team members can describe their contributions. For research, they are scored on the quality of their notecards summarizing sources. For information, they are scored on how many required elements from their WebQuest they include in their presentation.
This document discusses formative assessment and provides tips for its effective use. It begins by defining formative assessment as feedback aimed at improving student performance during learning. The document then notes common misunderstandings of formative assessment and provides two tips: 1) clearly label assessments as formative and 2) design formative assessments to match specific intended learning outcomes. Examples are given of formative assessment questions aligned with sample learning outcomes. The document concludes by listing online tools that can be used for formative assessment and emphasizing the role of formative feedback in helping students improve.
This document outlines lessons on describing, explaining, and evaluating changes and adaptations made to a personal development plan (PDP) for physical factors in volleyball. It discusses the key elements to address for each question type. For the evaluation question, students are instructed to identify if the PDP was effective or not, provide context and background, and explain how and why it did or did not help improve their weakness over six weeks. The document provides guidance, examples, and templates to help students structure their answers to earn marks.
The document discusses challenges that may be faced when collecting information to analyze performance in volleyball as part of a personal development plan. Some key challenges identified are ensuring the accuracy, reliability, and practicality of the methods used to collect information, as well as ensuring the methods are specific enough to assess the intended physical factors. Before collecting information, students should consider these challenges, such as using video recording over live observation to improve accuracy, collecting multiple videos to increase reliability, using straightforward methods to improve practicality, and choosing methods appropriate to their ability level and the intended physical focus.
Coaching And Mentoring Level 5 Slides Nov 2009guest13b131d
The document provides information about the ILM Level 5 Certificate in Coaching & Mentoring in Management, including its aims, objectives, assignment details and structure. It outlines the 3 units of the certificate and describes the work-based assignment involving proposing a coaching/mentoring program, undertaking coaching/mentoring sessions, and reflecting on performance. Key coaching and mentoring concepts such as GROW, MEDIC, and feedback models are also summarized.
This module, “Beginning the Journey Where I Am” is about the process towards strategic implementation leading to the realization of the learner’s chosen profession or more career goal.
This part will help learners learn more about their interests, values, and skills in relation to their current situation which is vital to their profession in the future. This session will also guide learners in exploring occupations that are applicable to them and in learning to decide on the best choice.
The document summarizes a webinar on bringing science to the art of coaching. It discusses how coaching has grown significantly in recent decades and is being used more widely in organizations. It also reviews research showing that more effective coaching by managers is correlated with higher employee engagement, commitment, and performance. The webinar explores concepts and techniques from counseling research that could help make coaching more effective, such as focusing on stages of change and using motivational interviewing approaches. It emphasizes the importance of developing coaching skills systematically in managers.
The document provides an overview of functional coaching. It discusses coaching basics, theory, and tips. Coaching is defined as helping coachees achieve goals and develop skills through frequent communication and support. A six step coaching process is outlined: 1) define goals, 2) analyze the coachee's situation, 3) explore possible solutions, 4) act by creating an action plan, 5) provide learning opportunities, and 6) return to evaluate progress. Effective coaching requires regular tracking and focuses on empowering coachees through recognition, motivation, and delegating responsibilities.
This document discusses formative assessment and provides tips for designing effective formative assessments. Formative assessment is meant to provide feedback to students to help them improve their performance, as opposed to summative assessments which evaluate learning at the end. The document defines formative assessment and outlines its purpose of helping students identify strengths and weaknesses. It also discusses labeling assessments clearly and designing formative assessments that are aligned with intended learning outcomes. Finally, it provides examples of online tools that can be used for formative assessments, such as quizzes in Yuja, Moodle, and Mentimeter.
The article discusses how healthier versions of junk food could help reduce obesity more than wholesome foods. The author argues that junk foods designed with health in mind, like a nutritious smoothie from McDonald's, could be inexpensive and convenient options to help people consume fewer calories and more nutrients. However, the article does not fully address the negative health effects of junk food or provide evidence from both sides of the issue. It also suggests some controversy over whether obesity is truly a major problem.
Part three coaching_j_flaherty_09102105John Gillis
“This is heavy reading, but well worth it. Remember your college philosophy classes and associated textbooks? Well, Flaherty takes the beauty and probing questions of philosophy and creates practical use of them by applying them to the art of coaching. Flaherty relies heavily on a few of his favorite modern philosophers, and takes their discoveries and theories and converts them into assessment models, enrollment techniques, etc. What you end up with is a very lucid, free flowing book that allows the coach to see the client as a human being with varying motivations, competencies, agendas, etc., and frees us from the trap of attempting to coach our clients into becoming ourselves (someone with our values, motivations, etc.); instead allowing them to grow into their own self-correcting, self-generating person.” Amazon Customer "Child of the World.” She says it in a nutshell. Those philosophers include Fernando Flores, Humberto Maturana, and William Barrett, whom you might not have heard of; and several you probably have. But Flaherty simplifies into practicality and usability. If you coach, or want to be one, his work is stunningly necessary.
This document provides guidance to students on answering questions for a National 5 Physical Education portfolio. It breaks down questions into key areas to understand the command word, theme, factor, and mark allocation. It then gives an example of how to answer a question asking to explain challenges of gathering reliable data. Several challenges are described, such as performing in front of others affecting physical and mental factors. The document also provides guidance on identifying data collection methods, describing how a method was used, and explaining its selection. Students are guided to answer questions in their own words while following the PEgI structure of Point, Example, Impact.
The document provides guidance for students to evaluate the effectiveness of their personal development program (PDP). It emphasizes making a judgement about different decisions made in the PDP and providing evidence to support the judgement. It lists principles of planning an effective PDP, including keeping training specific, varied, and progressive with appropriate work to rest ratios, targets, monitoring, feedback, and ensuring the workload is manageable. Students are asked to create a mind map evaluating effective and ineffective aspects of their PDP and justify their evaluation with evidence from their experience.
The document provides guidance for students on evaluating the effectiveness of their personal development plan in volleyball. It discusses evaluating different elements using the SOFITT acronym and focusing on frequency. Students are instructed to write a paragraph evaluating if the frequency they applied to their training was effective or not. The paragraph should include an identification of the element, a judgement providing details, and a value statement explaining the impact. Examples are provided to demonstrate the expected structure and content.
This document provides guidance for students on how to evaluate the effectiveness of their physical development plan (PDP) in volleyball. It explains the process of evaluation involves identifying an element of the plan, making a judgement on its effectiveness, and discussing its value. Examples are given of evaluating whether approaches used were specific to the student's stage of learning. Students are then prompted to evaluate if they effectively applied the principles of specificity and overload in their own training.
The document provides guidance on skills needed for coaching and mentoring such as active listening, summarizing, goal setting, and questioning. It discusses setting goals that are specific, measurable, achievable, relevant and time-bound. Coaches should use questions to encourage reflection and help coachees see the "big picture". Providing the right balance of support and challenge is important for growth.
The document discusses goal setting for improving performance. It explains that goals should follow the SMART criteria: specific, measurable, adjustable, realistic and time-bound. Short-term goals set for a session or week can help achieve long-term goals set for a 6-week development program. Examples are given of physical and mental long and short-term goals. The importance of setting goals is that it gives each training session focus, can boost motivation and allows performers to track their progress.
This document provides an orientation for new educators in a school district. It includes introductions from district leaders and answers to common questions. Goals include raising student achievement, developing engaged learners, improving relationships, and focusing on 21st century skills like collaboration and problem solving. Teachers are encouraged to utilize instructional coaches and mentors for support and to sign up for professional development opportunities.
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
The document provides information about feedback in sports:
- It defines feedback as information an athlete receives about a skill or performance to improve.
- There are two types of feedback - intrinsic (internal) feedback from within oneself and extrinsic (external) feedback from others like coaches or peers.
- Feedback should be given immediately after a performance, start with positives, and focus on one or two points at a time to motivate and help athletes improve.
The document is a presentation discussing how to evaluate the effectiveness of a personal development plan (PDP) in volleyball. It instructs students to use the SOFITT acronym to structure their evaluation. Specifically, it focuses on evaluating whether the targets set in a PDP were effective. It provides examples of how to identify if targets were or were not effective, justify the identification with details, and explain the value of effective or ineffective targets. Students are guided to consider if their long-term and short-term targets provided motivation, direction, and a way to measure progress toward goals.
Assignment DetailsEvaluating Your Own Risk for Inherited Disease.docxfaithxdunce63732
Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
7. Explain the importance of succession planning.
7.1 Identify the need for a succession plan.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit VI Lesso.
This document contains a rubric for assessing student work on a video or PowerPoint project about beach volleyball. The rubric evaluates students on four categories: teamwork, concept, research, and information. For teamwork, students are scored based on how regularly they meet and contribute to discussions. For concept, they are scored on how clear their vision is for the final product and how well team members can describe their contributions. For research, they are scored on the quality of their notecards summarizing sources. For information, they are scored on how many required elements from their WebQuest they include in their presentation.
This document discusses formative assessment and provides tips for its effective use. It begins by defining formative assessment as feedback aimed at improving student performance during learning. The document then notes common misunderstandings of formative assessment and provides two tips: 1) clearly label assessments as formative and 2) design formative assessments to match specific intended learning outcomes. Examples are given of formative assessment questions aligned with sample learning outcomes. The document concludes by listing online tools that can be used for formative assessment and emphasizing the role of formative feedback in helping students improve.
This document outlines lessons on describing, explaining, and evaluating changes and adaptations made to a personal development plan (PDP) for physical factors in volleyball. It discusses the key elements to address for each question type. For the evaluation question, students are instructed to identify if the PDP was effective or not, provide context and background, and explain how and why it did or did not help improve their weakness over six weeks. The document provides guidance, examples, and templates to help students structure their answers to earn marks.
The document discusses challenges that may be faced when collecting information to analyze performance in volleyball as part of a personal development plan. Some key challenges identified are ensuring the accuracy, reliability, and practicality of the methods used to collect information, as well as ensuring the methods are specific enough to assess the intended physical factors. Before collecting information, students should consider these challenges, such as using video recording over live observation to improve accuracy, collecting multiple videos to increase reliability, using straightforward methods to improve practicality, and choosing methods appropriate to their ability level and the intended physical focus.
Coaching And Mentoring Level 5 Slides Nov 2009guest13b131d
The document provides information about the ILM Level 5 Certificate in Coaching & Mentoring in Management, including its aims, objectives, assignment details and structure. It outlines the 3 units of the certificate and describes the work-based assignment involving proposing a coaching/mentoring program, undertaking coaching/mentoring sessions, and reflecting on performance. Key coaching and mentoring concepts such as GROW, MEDIC, and feedback models are also summarized.
This module, “Beginning the Journey Where I Am” is about the process towards strategic implementation leading to the realization of the learner’s chosen profession or more career goal.
This part will help learners learn more about their interests, values, and skills in relation to their current situation which is vital to their profession in the future. This session will also guide learners in exploring occupations that are applicable to them and in learning to decide on the best choice.
The document summarizes a webinar on bringing science to the art of coaching. It discusses how coaching has grown significantly in recent decades and is being used more widely in organizations. It also reviews research showing that more effective coaching by managers is correlated with higher employee engagement, commitment, and performance. The webinar explores concepts and techniques from counseling research that could help make coaching more effective, such as focusing on stages of change and using motivational interviewing approaches. It emphasizes the importance of developing coaching skills systematically in managers.
The document provides an overview of functional coaching. It discusses coaching basics, theory, and tips. Coaching is defined as helping coachees achieve goals and develop skills through frequent communication and support. A six step coaching process is outlined: 1) define goals, 2) analyze the coachee's situation, 3) explore possible solutions, 4) act by creating an action plan, 5) provide learning opportunities, and 6) return to evaluate progress. Effective coaching requires regular tracking and focuses on empowering coachees through recognition, motivation, and delegating responsibilities.
This document discusses formative assessment and provides tips for designing effective formative assessments. Formative assessment is meant to provide feedback to students to help them improve their performance, as opposed to summative assessments which evaluate learning at the end. The document defines formative assessment and outlines its purpose of helping students identify strengths and weaknesses. It also discusses labeling assessments clearly and designing formative assessments that are aligned with intended learning outcomes. Finally, it provides examples of online tools that can be used for formative assessments, such as quizzes in Yuja, Moodle, and Mentimeter.
The article discusses how healthier versions of junk food could help reduce obesity more than wholesome foods. The author argues that junk foods designed with health in mind, like a nutritious smoothie from McDonald's, could be inexpensive and convenient options to help people consume fewer calories and more nutrients. However, the article does not fully address the negative health effects of junk food or provide evidence from both sides of the issue. It also suggests some controversy over whether obesity is truly a major problem.
Part three coaching_j_flaherty_09102105John Gillis
“This is heavy reading, but well worth it. Remember your college philosophy classes and associated textbooks? Well, Flaherty takes the beauty and probing questions of philosophy and creates practical use of them by applying them to the art of coaching. Flaherty relies heavily on a few of his favorite modern philosophers, and takes their discoveries and theories and converts them into assessment models, enrollment techniques, etc. What you end up with is a very lucid, free flowing book that allows the coach to see the client as a human being with varying motivations, competencies, agendas, etc., and frees us from the trap of attempting to coach our clients into becoming ourselves (someone with our values, motivations, etc.); instead allowing them to grow into their own self-correcting, self-generating person.” Amazon Customer "Child of the World.” She says it in a nutshell. Those philosophers include Fernando Flores, Humberto Maturana, and William Barrett, whom you might not have heard of; and several you probably have. But Flaherty simplifies into practicality and usability. If you coach, or want to be one, his work is stunningly necessary.
This document provides guidance to students on answering questions for a National 5 Physical Education portfolio. It breaks down questions into key areas to understand the command word, theme, factor, and mark allocation. It then gives an example of how to answer a question asking to explain challenges of gathering reliable data. Several challenges are described, such as performing in front of others affecting physical and mental factors. The document also provides guidance on identifying data collection methods, describing how a method was used, and explaining its selection. Students are guided to answer questions in their own words while following the PEgI structure of Point, Example, Impact.
The document provides guidance for students to evaluate the effectiveness of their personal development program (PDP). It emphasizes making a judgement about different decisions made in the PDP and providing evidence to support the judgement. It lists principles of planning an effective PDP, including keeping training specific, varied, and progressive with appropriate work to rest ratios, targets, monitoring, feedback, and ensuring the workload is manageable. Students are asked to create a mind map evaluating effective and ineffective aspects of their PDP and justify their evaluation with evidence from their experience.
The document discusses different methods used to monitor a program of work, including internal thoughts and feelings, teacher feedback, knowledge of results, success rate, and re-testing. It prompts the reader to select and describe a method used to monitor physical factors and a different method used to monitor mental factors. For each method, it provides questions to guide a detailed description of what was done, when, how often, who was involved, and any recording that was done and where.
This document provides guidance to students on answering a question regarding planning future performance development. It instructs students to identify a physical and mental development need, how they will improve it, and why. It offers examples of justifying continued work on improving a weakness or changing to a new development need based on data collection and retesting. Students are tasked to complete two answers for a physical factor and two for a mental factor referring to their current performance and outlining their next steps.
The document discusses a student's personal development plan (PDP) for volleyball. It provides context on how the student identified weaknesses through assessment and made decisions on their PDP. Specifically, it discusses decisions made on: 1) dividing lesson time between warm-up, skill work, and games; 2) focusing on skill development one day per week; 3) working in small groups with similar peers; and 4) having a 6-week PDP program. The student is tasked with justifying these decisions in their response using the PEGI framework of pointing out the decision, giving an example, and explaining the impact.
This document provides guidance on evaluating the effectiveness of an athlete's personal development plan (PDP) for volleyball. It instructs the athlete to evaluate one element of their PDP in three parts: 1) Identify the element, 2) Provide judgement on how it impacted their development, and 3) Discuss the value/effect it had. Specifically, this document focuses on evaluating the training environment. The athlete is asked to consider if training inside or outside was more beneficial, how the conditions impacted their motivation, skills, and preparation for games. Positive and negative examples of evaluating the training environment are provided.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
4. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/11/2020)
Speak with your class teacher in
person or via email.
Today
Learning Intentions:
By the end of the presentation I will know and understand what
feedback is.
By the end of the presentation I will be able to describe when I
have received feedback.
By the end of the presentation I will be able to explain what
effective feedback is.
5. (24/11/2020)
Speak with your class teacher in
person or via email.
What is feedback?
It is information which is used as a basis for improvement.
Receiving this information is extremely important as it alerts you
to:
- What you are doing well
- What needs improvement in your performance
Once you know this, can you make suitable adaptations to start
progressing.
6. (24/11/2020)
Speak with your class teacher in
person or via email.
Introduction
• Information collected at the data gathering stage provides feedback on
your performance levels in each of the four factors.
• Receiving this information is extremely important as it alerts you to;
- What you are doing well
- What needs improved in your performance
• Once you are aware of this, you can begin to make suitable adaptations to
start progressing
7. (24/11/2020)
Speak with your class teacher in
person or via email.
Types of Feedback
Feedback is an important part of gathering data and developing
performance in Higher Physical Education.
There are two main types of feedback;
• Intrinsic
• Extrinsic
8. (24/11/2020)
Speak with your class teacher in
person or via email.
Intrinsic Feedback
Intrinsic feedback is the physical feel of the movement as it is being performed.
It is what is felt by the performer as they execute a skill or performance. Intrinsic
feedback can be very useful across the four factors.
Thoughts and feelings on how a performance went are crucial to some aspects
of mental and emotional factors.
For mental factors such as anxiety and emotional factors like happiness, there is
no quantifiable way for a coach to measure these factors without taking the
thoughts and feelings of the performer into consideration.
This is the reason a large number of data collection methods for these factors
use questionnaires to provide qualitative data.
During a performance, thoughts of fear and anxiety may occur, such as:
“I feel scared before taking this second serve”
This is intrinsic information telling the performer that they are struggling to
control their anxiety.
9. (24/11/2020)
Speak with your class teacher in
person or via email.
Intrinsic Feedback Continued
Thoughts and feelings also play an important role in some mental factors,
for example decision making.
Although the coach can see that the performer is making incorrect
decisions, there is no quantifiable way for this to be measured. Therefore
the thoughts and feelings of performers are taken into account
through questionnaires.
Performers may prefer to play one
particular shot over another. Where there
are feelings of dislike, the performer will
also intrinsically know the reasons for this.
Communicating these thoughts and feelings
to their coach means that resolutions and
ways to improve decision making can be
worked on with an aim to boost
performance.
10. (24/11/2020)
Speak with your class teacher in
person or via email.
Intrinsic Feedback Continued
Can you think of any Questionnaires/tests that
we have completed that would help to support
your intrinsic feedback to give you some more
quantifiable evidence?
11. (24/11/2020)
Speak with your class teacher in
person or via email.
Intrinsic Feedback Continued
Intrinsic feedback is particularly useful for aiding performance in the physical
factor, particularly when it comes to skilled performance.
A performer can gain instant feedback on how a movement felt. This is often
referred to as kinaesthetic feedback.
For example, many football players will say I
knew the shot was in as soon as I hit it, it just
felt right. More importantly however, some
performers receive in-depth kinaesthetic
feedback that tells them why something did
not go well.
In golf, kinaesthetic feedback is prevalent
when driving. An example of this is that a
performer may feel off-balance during their
swing. Knowing this specific information is
good as it can be specifically addressed by
opening their stance.
12. (24/11/2020)
Speak with your class teacher in
person or via email.
TASK 1
Describe a time where you received feedback on two
different factors in sport (e.g. one physical and one
mental). 2 marks
13. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(20/10/2020)
Speak with your class teacher in
person or via email.
(24/11/2020)
Speak with your class teacher in
person or via email.
Describe a time where you received feedback on two different factors in sport (e.g. one physical and
one mental). 2 marks
During my performance in volleyball I received intrinsic feedback on my performance in the
physical factor. During my performance I felt that I was off balance when trying to perform
my volley when passing to a team mate. Because I felt off balance the ball often did not go
where I wanted it too.
During my performance in volleyball I also received intrinsic feedback on my performance in
the mental factor. I often felt like I was not playing the correct shot at the correct time, for
example I would try to play a dig when the ball was high enough for me to play a volley. I
completed my SRS sheet which helped support my feelings through some quantifiable
evidence.
14. (24/11/2020)
Speak with your class teacher in
person or via email.
Extrinsic Feedback
Feedback can also come from a variety of different
external sources such as a coach, teacher and/or
teammate.
Depending on the context, there are differing ways
this information can be provided:
• Verbal
• Video
• Written
15. (24/11/2020)
Speak with your class teacher in
person or via email.
Verbal
Verbal feedback is often delivered immediately after a performance. It will
involve a coach or teammate telling a performer
the strengths and weaknesses in their performance.
For example, Manchester City manager Pep Guardiola (below) will tell his
players how to improve their decision-making for the mental factor.
16. (24/11/2020)
Speak with your class teacher in
person or via email.
Video
Extrinsic feedback can be provided visually using video. Video lets
performers watch their performance back and highlights their strengths
and weaknesses.
This is often compounded by watching a model performer perform the
same skill and noting similarities and differences between performances.
When learning how to perform the overhead clear in badminton,
performers often watch their own performance on video against criteria
provided by a model performer to spot certain sub-routines they need to
develop.
17. (24/11/2020)
Speak with your class teacher in
person or via email.
Written
A coach or teacher can provide
a performer with written
feedback. The coach may write
down both the positives and
negatives of a performance.
A big benefit of this feedback is
that it can be stored as a
permanent record and viewed
again in the future to see if
improvements have been
made.
18. (24/11/2020)
Speak with your class teacher in
person or via email.
TASK 2
Describe a time where you received extrinsic feedback
on two different factors in sport (e.g. one physical and
one mental). 2 marks
19. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(20/10/2020)
Speak with your class teacher in
person or via email.
(24/11/2020)
Speak with your class teacher in
person or via email.
Describe a time where you received extrinsic feedback on two different factors in sport (e.g. one
physical and one mental). 2 marks
During my performance in volleyball I received verbal extrinsic feedback from my teacher.
During my performance, when the game had stopped my teacher told me that I was not
keeping my arms straight as I went to dig the ball. He also told me that I was swinging my
arms at the ball rather than keeping them locked out and this was why my digs were often
inaccurate and not going where I wanted them to go.
During my performance in volleyball I also received written feedback. This was in the form
of a mental toughness questionnaire which I filled our after my performance. Once I had
completed the questionnaire which had a number of questions and a marking scheme at
the bottom, it showed me that I had low levels of mental toughness in the mental factor
which meant that often when performing I would think about previous mistakes I had
made.
20. (24/11/2020)
Speak with your class teacher in
person or via email.
Effective feedback
The way feedback is delivered from an extrinsic source will have a
bearing on whether it is effective or not.
When delivering feedback, the acronym STOVI can help you consider the
following five things:
1. Source - Who provides the feedback?
2. Timing - How soon after the performance is the feedback provided?
3. Order - Does the coach provide the performer with positives before
negatives?
4. Volume - How much feedback is provided?
5. Information - Does feedback include information or strategies on how
to improve a weakness?
21. (24/11/2020)
Speak with your class teacher in
person or via email.
Source
Ask yourself: who provided the feedback?
If it was a coach, it is likely to be accurate
and reliable due to their high knowledge
levels.
This would make performers more likely
to trust the information provided and
implement their next steps with intent.
However, if the information was provided
from a teammate, the reliability of the
feedback may be questioned due to their
knowledge levels not being as high as
that of a coach.
22. (24/11/2020)
Speak with your class teacher in
person or via email.
Timing
How quickly after the performance was the feedback provided?
The quicker the feedback is provided after a performance, the more sense it will make
to the performer.
This is because the performance will still be fresh in their head and they can remember
the examples the coach is referring to.
This would then allow the performer to make more sense of the incoming information
and understand what they need to improve.
23. (24/11/2020)
Speak with your class teacher in
person or via email.
Order
Does the coach provide the performer with positives before negatives?
Providing the performer with positives before negatives will give the performer a
confidence boost as it lets them know there were some strong aspects of their
performance.
It will also make them more open to hearing some of the negative aspects of
performance, which will then allow them to fully understand why these areas were
weak.
However, if the coach provides the negatives first, it could lead to the performer lacking
confidence and being demotivated to listen. This would be detrimental to their progress
as they would miss out on hearing advice on how to improve
24. (24/11/2020)
Speak with your class teacher in
person or via email.
Volume
How much feedback was
provided?
A good coach will provide
feedback in short, sharp bursts.
This will help a performer as they
can easily remember the
positives and negatives of their
performance.
However, if a coach was to
provide too much feedback, a
performer could become bored
and lose concentration. This
would result in them not taking in
information. This would decrease
their chances of improving
further.
25. (24/11/2020)
Speak with your class teacher in
person or via email.
Information
Does the coach provide
information or strategies on how
to improve a weakness?
This is a crucial part of the
feedback process as it goes
beyond saying something was
weak; it also provides a path
forward to improve the
weakness.
In addition, when providing
positive feedback, a coach should
provide information on why it
was good. This will allow the
performer to keep doing this and
maintain this strength.
26. (24/11/2020)
Speak with your class teacher in
person or via email.
TASK 3
Explain what is required to make feedback effective
(5 marks)
27. (24/11/2020)
Speak with your class teacher in
person or via email.
For this answer you are required to write 5 PEgI’s. Here is a format for you
to follow;
Point – Source
Example – Who provides the
feedback?
Impact – Result
Point – Timing
Example – When did you receive
the feedback?
Impact – Result
Point – Order
Example – Did you get + before –
Impact – Result
Point – Volume
Example – How much feedback
were you given at once?
Impact – Result
Point – Information
Example – Does the feedback
include information on stratagies
on how to improve?
Impact – Result
28. (24/11/2020)
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Example
Point – One thing which is required for effective feedback to be given is a
reliable source.
Example – For example, I know that when I receive feedback from my
teacher on my performance that this information is going to be unbiased
and from a reliable source as they have a good knowledge and
understanding of the sport.
Impact – This means that I am much more likely to take on board their
feedback and work on the points they have told me as I know I can trust the
information they are telling me. On the other hand, If I was to receive
feedback from a team mate, this may not be as reliable as they do not have
as much experience or knowledge of the sport meaning their feedback may
be inaccurate to my performance.