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The 4 stages of cognitive development
The 4 stages of cognitive development
The 4 stages of cognitive development
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1. It is my goal to teach my client how to throw a Frisbee backhanded because she wants to join SCORCH, the University of South Carolina’s Women’s Club Ultimate team. My client is a 22 year-old female who is 5 feet, 8 inches and weighs approximately 130 pounds. She is in good physical condition, but has never played the game of Ultimate or thrown a Frisbee before. Sam, the client, has no learning-disabilities or physical-disabilities. She is right-handed and is a self-proclaimed visual learner. As she has had no prior experience with Ultimate, she is classified in the cognitive stage of Fitts and Posner’s Learning Stage Theory. This stage means that Sam will make many gross errors in her movements and will be unable to self-correct her body errors and movements. …show more content…
Since throwing a Frisbee is a complicated movement and Sam does not have any experience handling a Frisbee, I will focus on the step-out and wind-up for the movement. She is a right-handed thrower so I will make sure she establishes her pivot foot with her left foot. She will step over her left foot with her right, 180 degrees, to wind up for the throw. She will hold the disc with her four fingers gripping the disc underneath and the thumb on top. She will draw her right arm back towards her left shoulder, making sure to keep the Frisbee flat. She will then throw the Frisbee while making sure to follow through from shoulder to elbow to wrist extension. Executing a backhanded Frisbee throw is a gross motor skill as it involves multiple muscle groups, both stepping out with the right leg and throwing the disc with the right arm. In this case, throwing the Frisbee will be classified as a closed skill because the timing of the movement is determined by Sam, not by her environment (Jarus & Ratzon.,
They preformed each exercise until they improved, or did it completely right. Now I know everyone is thinking, matching games? How is that helping someone in physical therapy? Well, by making them think, is takes their minds off the exercises they have to do makes them excel even more. Another thing we did was made them throw a ball the right way, with the correct foot. When they would throw it back to us, their balance would be totally off. We then corrected it with other drills, to improve their
The researcher has chosen to write this paper on hitting because she has played softball for twelve years and the perfect softball swing has always eluded her. The softball swing is one of the most difficult softball skills to achieve greatness in. There are a number of great hitters all with different batting stances and styles, each one comfortable to them. There are many different tactics and coaching ideas out there to help improve hitting. In fact, there are several videos now on the market to help the softball player perform better. Coaches often teach hitting drills to improve batting techniques and ability. Confidence is an important factor in hitting. If the player lacks confidence then she will not be a good hitter. Softball is not only a physical game but a mental game.
When one throws a baseball properly they are using there entire body to generate a large force to propel the baseball. A general throwing position starts with a person rotated 90 degrees from there target with there throwing arm 180 degrees from the target and parallel to the ground. The person then starts rotating their body back towards their target while there throwing arm starts bending until it is almost 90 degrees to their elbow, while the arm is bending at the elbow the throwing arm is rotating such that the arm rotates back almost 180 degrees from the target. Meanwhile the person is leaping forward with the leg that was initially pointed at the target while there other leg is planted into the ground. The person is bending at their waist and the other arm is rotating into their body. Around the point where the driving leg strikes the ground the throwing arm is rotating foreword at a tremendous angular speed and the person lets go of the ball. At the point where the ball is let go the persons body pulls the planted leg forward and the throwing arm finishes its motion towards the driving leg.
I had played softball in P.E. enough to know the basics…or so I thought. I stood there leaning against my bat listening to Coach McGownd talk. As he talked I began absorbing everything he said. Gone were the days of simply stepping up to the plate to hit. Now, each at bat had a purpose and guidelines to follow in order to maximize the batters chance of successfully hitting the ball. There was so much information—proper stance, proper mechanics, how to set up in the batters box based on what you wanted to do (i.e. bunt, pull the ball, hit opposite, slap hit), and so much more. When Coach McGownd finished giving us our instructions, we shuffled off to our assigned station and began doing our assigned drills. I happily watched as the older, more experienced players took their swings. The sweet pinging of the metal bats against the balls and laughter blanketed the field. I patiently waited as the older players took their turns. When my turn came I picked up my bat, stepped up to the tee and followed along as my brain got its clipboard out and started checking off each step I had just learned. I took my swing and was awarded with a nice popping sound as I made contact with the ball. I knew then, that this sound of the bat making contact with a ball would become one of my favorite sounds. I continued to rotate through the drills enjoying the repetitiveness of the task. Time passed by quickly as I got lost in the
Psychological research has recognized the importance of relationships with friends and peers in the development of social skills. Although previous research has looked at the differentiated experiences that children have in play styles, few studies have focused on the precise nature of these differences and how they are manifested as a function of the social context. Fabes, Martin & Hanish (2003) examined social interactions among children. More specifically, they observed children’s naturally occurring interactions over the course of a school year to examine how active-forceful play, play near adults and gender stereotypic activity choices varied among children by the sex of the child, the sex of the partner they interacted with and whether
. Young, tall, and uncoordinated were the words that were often used to describe me as I started my softball career at 8 years old. . Catching, throwing, and hitting did not come easily, but I worked hard. By the age of 10, I was beginning to develop into a pitcher. Speed was my strength but I was unable to hit the strike zone. Batters were scared because they never knew if the ball would hit them. My uncoordinated body didn’t always do what my mind told it to and this was frustrating to me, but with practice it became better. As I learned how to control my body movements, my pitching became more controlled. Softball helped me find the connection between mind and body. Now, as a senior in high school, I have complete control of where I want the ball to go, how I want it to spin, and how fast I want it to go.
During the journey from helpless infancy to autonomy and mastery of their own particular universe, children undergo a unique developmental trajectory during which several cognitive abilities emerge. Due to this trajectory being rather time-consuming, with pre-natal beginnings and lasting throughout one’s life span, many have argued faster cognitive maturation would be evolutionary beneficial. In this essay, I will discuss the consequences of shorter development period on cognitive development and mature cognition by arguing that prolonged cognitive immaturity in terms of metacognition, brain plasticity and executive function has a specific adaptive role.
The goals and interventions developed for Sue are to enable her to participate in activities along side her peers (Parkes, McCullough & Madden, 2010). The practice of the just right challenge under SI will ensure Sue experiences a sense of mastery, these feelings are shown to increase a child’s self-esteem (Berk, 2007; Parham, & Mailloux, 2005). NDT will increase typical movement patterns in Sue’s upper limbs, giving her greater freedom and independence in functional skills and allowing her to participate in activities with her peers (Blanche, & Blanche Kiefer, 2007; Feaver, & Ezekiel, 2011). Therapeutic use of self is used to ensure Sue has just right challenges to increase her self-esteem (Case-smith et al., 2010; Taylor & Melton, 2008). The therapist uses their hands to facilitate active and passive movement, to assist Sue in developing typical movement patterns, leading to an increase in participation with her peers (Feaver, & Ezekiel,
Throughout the case study, Dan Lee, a Chinese American, was struggling with concentrating on his college studies and reoccurring personal conflicts amongst people. Dan is an undergraduate student preparing to apply for medical school, which he cannot apply unless he passes all necessary courses. However, he has been having some difficulty with staying on top of all assignments given. Also, he seeks help from the university-counseling center with his feelings of anxiety, tension, sadness, and anger. Many of these feelings arise when his fellow peers, family, and friends does not see that he is always “right” and they are always “wrong”. Although, in some cases he feels disrespected by the way his mother and sister does not abide
The behaviorist can help Brenda master the components of behavioral chaining by providing her with different strategies that would help her learn on her own. Brenda should be taught the task analysis that will provide her with the proper sequence and eventually encourage independent skills. If, Brenda is still having difficulties with improving her serve I would suggest using backward chaining which is when the sequence proceeds backward through the chain until all the steps in the task analysis have been introduced in reverse order and practiced cumulatively until the behavior is practiced independently (Cooper).
The Spirit of the Game is the most important part of Ultimate Frisbee. In most sports, players purposefully foul their opponents. In Ultimate, the philosophy is that no one would ever foul an opposing player on purpose, and if a foul is to occur, it is assumed that the perpetrator fouled by accident. Players call their own fouls, and if the opposing team feels that the call was incorrect, they can contest it. Not having a referee involved means less time wasted. Another part of The Spirit of the Game is showing respect for your teammates and opponents. This “philosophy” is what makes Ultimate Frisbee different from all other sports.
Many theorists have tried to define play as a concept, however, no two agree on a set definition. Their backgrounds and induvial lifestyles influence the way they see the importance of play. Reed and Brown also believe that there isn’t an agreed definition of play because is something that is felt rather than done (Reed & Brown, 2000 cited in Brock, Dodd’s, Jarvis & Olusoga, 2009). In spite of this, it is clear that most theorists uphold the ethos that play is imperative to a child’s learning and development. There is a wide range of different studies and theories which helps us develop our own perception of what play is. In my personal experience I have found play to be a way of expressive our emotions, exploring and learning new things, thus
First, we are going to look at the two different types of throwing. There is the regular over-hand throw and there is also the pitching style. When looking at the regular over-hand throw and the pitching style of throwing, many of the same concepts apply to both. In pitching, there are three main issues involved. One is travel speed, another is rotational spin, and the last issue is direction of the spin. Newton’s Third Law of Physics, which is with every action there is an opposite and equal reaction, applies to the speed the ball travels when it is pitched and also thrown. The power of a pitch comes when the leg muscles push into the ground and the ground returns that power like a spring. The key in this motion is that the body’s weight, the center of gravity, and balance must remain on or over the drive leg as it pivots and opens the body (Redmer). The pitching wind-up for a pitcher is called the sequential summation of movement. This movement is different for different people. Some girls have a wind up where they bring the ball down towards the ground and come back up in a fluid-like motion. Others have a wind-up where they hit their thigh of their pitching leg. Many people think that this is just to distract the batter and there are some pitchers who make a grunting noise, and some people say this is a distraction mechanism also. Two other aspects of throwing that are pretty important are grip and release point. Grip is very important because a softball has raised seams. When the ball is rotating through the ai...
I took this class because it aligns with other studies I have done. I have completed life coaching certificates and other psychology and mental classes. My expectations for this class are to learn what it means to educate and be educated. In life and business, I can see where understanding individual and/or group motivations can help show the bigger picture and give ideas on how to proceed.
I started to play the game of football at the age of three, at this age all the coaches focused on was teaching the basics of how to throw and catch the football. The coach spent three full practices on the way to throw the ball going step by step on how to hold the ball when it is thrown. To throw the ball all that is need is to extend someones fingers across the laces and pull it back to the earhole of the helmet then fling it forward letting go as it passes back across the