The document reviews key terms related to reaction time such as movement time, response time, and choice vs simple reaction time. It also discusses Hick's Law and the psychological refractory period. Sample exam questions are provided related to analyzing the stages of a racing start in swimming and identifying whether it is an example of simple or choice reaction time.
Here is the "back story" for an actual presentation I gave very recently to a group of seven professional trainers on how to improve our training focus and methodology. It was, by the participants' own admission, very interactive, varied and fun! By optimizing how we deal with learning styles, assessment, and delivery, we can deliver top notch training which actually gets results. Both this Training Plan and the corresponding PPT are totally my work.
This presentation contains training techniques that are used by MMM Training Solutions in our train the trainer program. The trainer skills that are used dictate the effectiveness of any train the trainer courses.
Here is the "back story" for an actual presentation I gave very recently to a group of seven professional trainers on how to improve our training focus and methodology. It was, by the participants' own admission, very interactive, varied and fun! By optimizing how we deal with learning styles, assessment, and delivery, we can deliver top notch training which actually gets results. Both this Training Plan and the corresponding PPT are totally my work.
This presentation contains training techniques that are used by MMM Training Solutions in our train the trainer program. The trainer skills that are used dictate the effectiveness of any train the trainer courses.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
tips on how to enhance the impact of post observation feedback conferences to teachers anchored on the Biophysical model of responses to threat from a paper presented by Jeannie Young and Krissia Martinez (July 2013)
This topic covers the following: The Difference of Learning and Performance; The Phases of Learning; Learning Curves; Factors that Contribute to Rates of Learning; The Concept of Transfer in Learning; Different Types of Practice; Different Types of Presentation; and Spectrum of Teaching Styles.
Six Traditional Training MethodsLearning ObjectivesAfter readi.docxwhitneyleman54422
Six Traditional Training Methods
Learning Objectives
After reading this chapter, you should be able to:
· ■ Describe the purposes, procedures, strengths, and limitations of the following training methods:
· ■ Lectures, lecture/discussions, and demonstrations;
· ■ Games and simulations; and
· ■ On-the-job training (OJT).
· ■ Describe the types of learning objectives for which each method is most suited.
· ■ Identify the various audiovisual (AV) options and their strengths and weaknesses.
CASE INSURING TRAINING SUCCESS AT FARMERS1
Farmers Insurance has developed a strategic plan to support company growth, productivity and leadership. A cornerstone to this plan is intensive training. While the depth and scope of all the training programs is far too much to list here we can provide a summary of their approach to providing more immersive and extensive learning opportunities for their employees. The key seems to be blending a variety of methods and delivery systems that are aligned with the goals of the program (which are tied to the strategic plan), and the needs of the potential trainees.
Most of the programs blend instructor-led and online training modules, with coaching sessions. They can also include reading and self-study components. Instructor-led classroom activities contain the typical lectures and discussions, but are interspersed with hands on activities such as role-plays, role modeling, case analysis, and business games.
The use of technical innovation doesn’t stop with online systems. Farmers has a new 58,000-square-foot campus in Grand Rapids, MI, where they incorporate technology into the classroom experience. Multiple projection surfaces allowing a 360-degree view of the materials being presented combine with interactive whiteboards that allow trainers to move the “front of the room” to the center middle of the training space. Tablets (such as iPads) are used not only in remote locations, but also in the classroom. They are used to disseminate handouts, exercise instructions, and the like. Videos are also downloaded to the trainee for things like immediate feedback of skill practice sessions, as well as storage and replay of training videos.
OVERVIEW OF THE CHAPTER
This chapter provides a basic understanding of traditional training methods in terms of their strengths and limitations related to cost, suitable learning objectives, and other factors related to their effectiveness. In Chapter 7, we will discuss the same issues as they relate to electronic training. Most of the methods discussed in this chapter would be delivered via the classroom. A recent survey of more than 400 companies across all major industries shows that instructor led, classroom training is the most frequent mode of delivery. When the instructor is either on-line or live, this accounts for about 70 percent of the training being delivered. About 60 percent of this (or 42 percent of the total) occurs with a live instructor.2
MATCHING METHODS WITH OUTCOMES
The mat.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Review of last lesson
Reaction time is………………….
Response time is………………….
Movement time is………………..
Relationship between the above 3 is…….
Hick’s Law is………………
Simple reaction time is…………….
Choice reaction time is………….
PRP is………………………………..
2. Exam Question
In sprint swimming races, swimmers need a quick and efficient start.
Figure 1 shows a swimmer performing a racing start.
Figure 1 Position A Position B
Figure 2 shows the various stages that occur before, during and at the
end of the racing start.
(i) Explain the terms movement time and response time, giving examples of
each in relation to the performance of the racing start. (4 marks)
(ii) What can the swimmer do to improve their response time?(3marks)
(iii) Is the racing start an example of simple reaction time or choice reaction
time? Justify your answer. (2 marks)
Warning
Signal
Gun/Go
signal
Initiation of
response
Termination
of response
4. Learning Objectives
Explain why 4 Learning curve shapes
occur and state 4 strategies to ensure
learning continues
Name and explain Social Learning
theorists’ theory on how we learn
State the three stages of learning and
illustrate these with sporting examples
Give examples of how feedback and
guidance changes at the different stages
5. Question………
Define skill and ability
State the link between them
Define Learning and performance
State the link between them
6. Learning
Is the more or permanent change in
behaviour that is reflected in a change of
performance (Knapp)
7. Performance
Is a demonstration of the solving of a
problem or task at a given moment in
time i.e. it is a temporary phenomenon.
8. So……………..
What is the link between learning and
performance?
As it takes place we usually see gradual
improvement in performance
15. Reinforcers
Reinforcers strengthen the S-R bond and increase the probability of the
response occurring again, ensuring that correct action are repeated
therefore future behaviour is shaped
Positive reinforcement given for a correct response to ensure that action is
repeated e.g. praise, reward
Positive-giving a stimulus to strengthen the S-R bond e.g. success, praise,
rewards
Negative reinforcements are:
a positive stimulus that is withdrawn when the performance is not good
or
a negative stimulus that is withdrawn when the correct performance is shown
In other words:
Eg: Coach does not give praise when performance is not good enough
or
A coach who is constantly shouting at the team does not shout if things are going
well
17. Exam question……
(b) Explain why knowledge of the stages
of learning is beneficial when a teacher or
coach is providing guidance to a young
sportsperson. Provide examples where
appropriate. [6]
18. Guidance
Information given to the learner/performer to
help limit mistakes, ensuring correct
movement patterns occur
Depends on:
Learner, stage of learning (beginner or expert,
cognitive or autonomous phase of learning),
past experience, motivation, ability
Nature of the Skill or Task
Situation or Environment
22. Visual Guidance
Used at all phases of learning but especially
with beginners in the cognitive phase
To see simply and quickly what is expected,
making a framework/model, (link to social
learning/role models)
To "see" skills/concepts/tactics more clearly,
finer points, cues, selective attention
Teacher can modify the display, bigger goals,
balls and bats, coloured balls, cones,
static/less/more opposition etc.
23. Verbal Guidance
Often used with visual to explain what is being shown
General – talk through tactics to give general picture
Specific - skills
Verbal labelling - link of visual image to verbal cues
(Swimming – Pull- Kick - Push in breast stroke)
Verbal instructions should be clear, precise, short, appropriate to
performers ability/experience, alter volume and pitch of the voice
Avoid overloading by giving only 1 or 2 points at a time
Reduce guidance over time so that learners get used to thinking for
themselves and don't become over reliant on the coach/teacher
24. Physical Guidance
Useful for kinaesthesis – learning and knowing what it feels like to perform set routines
and put the body through set positions – The Feel of an action.,
Manual - hands on e.g. coach moves your arms into the correct position for serving
in tennis
Mechanical - machinery e.g. ropes, floats, harness golf practice machines
This can be used to Reduce errors by:
physically moving - forced response
restricting/supporting - physical restriction
Particularly useful for safety and avoiding tiredness
Safety e.g. support from trampoline coach, rock climbing-ropes, swimming-floats
and armbands, vault-helped over by coach, weight training machines
Tiredness e.g. pommel horse-rope and bucket in order to "feel" body in the correct
position
Remove over time so that the performer can work on their own. If overused the
performer can become too reliant on the mechanical assistance or lose motivation
if they are a passive learner.
25. Exam question……
(b) Explain why knowledge of the stages
of learning is beneficial when a teacher or
coach is providing guidance to a young
sportsperson. Provide examples where
appropriate. [6]
26. Levelled Question
1-2 marks the candidate has an understanding of the stages of
learning and provide appropriate forms of guidance for at least
two of the stages. There are few examples of guidance
appropriate to the stage of learning.
3-4 marks the candidate has a good understanding of the
characteristics within the stages of learning. Good knowledge and
understanding is apparent with a link to appropriate forms of
guidance relevant to the stage of learning. There is good use of
examples of guidance appropriate to the stage of learning.
5-6 marks the candidate has a very good understanding of the
characteristics within the stages of learning. Very good knowledge
and understanding is apparent with a link to appropriate forms of
guidance relevant to the stage of learning. The candidate always
reinforces the guidance used by providing appropriate examples.
27. The mark scheme…..
Characteristics of a performer in the cognitive stage of learning
Not always understanding new information
Difficulty in processing large amount of information
Difficulty deciding what to pay attention to
Errors are made which performer is unable to correct
Cognitive phase, guidance is characterised by
Manual in nature to get performer used to the kinaesthesia of the
movement
Verbal repetition in terms of reinforcing on key points
Verbal identification of key cues
Constant visual demonstration of tasks essential
Modelling of good practice key to performers understanding
Coach may be more motivational/pep talks/verbal persuasion
Removal of critical comments/shouting from coach/equiv e.g.
Punishment is not applicable because it weakens response
28. Part 2…… Associative stage of learning of learning characteristics will have many
aspects that have progressed/developed form the cognitive phase but are
not developed enough to be classified as autonomous. The type of guidance
provided by a teacher or coach will reflect this.
Characteristics of a performer in the autonomous stage of learning
Performs complex skills with ease/correct technique/confidence
Has plenty of time/efficient/consistent
Can pick up early signals/use of selective attention – good reaction time
Can concentrate on other aspects other that technique i.e. tactics
Can detect and correct errors
Few errors in performance
Use of intrinsic feedback
Autonomous phase guidance characterised by
Verbal guidance concentrates on style and form and finer points
Subtle technical cues are often given
Visual guidance through video analysis
Visual guidance through biomechanical analysis
Far more emphasis on tactics