Context of Social Communication Activity
For the purpose of this activity, I will be observing a typical swim practice for the SFU swim team. We will be recording and analyzing the communication between swimmers and their coach in the pre-practice interactions of explaining what will be happening during the practice. We will also record a few shots of communication that happens within any given practice.
For the purposes of understanding the communications, our coach is a middle age, white male while the swimmers are younger, mixed gender, university students. I will be a swimmer. Our coach is greatly familiar with the swimmers as he has seen most of us up to eight times a week for a couple of years. These interactions will take place at
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Swimmers arrive and begin their own dry-land warm-up for fifteen minutes. After warm-up, swimmers walk over to the white board at the end of the lanes to join our coach for the explanation of practice. He has already written up the practice onto the white board. He will explain each part of practice separately and will provide the objectives and goals for the group. During the explanation of the practice, our coach will naturally resort to demonstrating key points. For example, new drills, specific technique goals or other points he wants to stress. Questions are encouraged throughout the entire process of explanation. Coach’s gestures naturally come about in order to get communicate his point to us. While we are swimming, our coach naturally continues to communicate with us, regardless if we can hear him or not. He will shout from the pool deck to praise us or remind us of the objectives of the particular set. Rarely, will there be silence on the deck.
For the purpose of this observation, our coach is aware that we are videotaping the practice, however, he does not fully understand that reason. I chose to minimize his understanding of the activity in order to keep his interactions
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The presentation of practice varies day-to-day, however, the use of a white board and chalk is usually present. According to our prescribed practice, our equipment use may include: snorkel, fins, kickboard, pull-buoy, band, and paddles. The entire practice usually runs for two complete hours.
Reason for Choosing This Activity I chose this activity because I am exposed to this kind of communication on the daily basis. I thought it would be interesting to record and evaluate, at a later date, the specific types of communication that our coach unconsciously, but intentionally, uses. I never really thought about all the ways our coach tries to communicate a point to us and how much it varies according to what he is trying to tell us and who is trying to tell. I find that during practice, our coach often yells or actions to us when we are not physically able to listen, for example, while we are underwater. It is interesting to watch him to intentionally try to communicate with us even though he is aware we cannot hear him. This showcases how humans are naturally inclined to communicate through gestures and words.
10 Questions to Further Communication o What is the focus of this
These activities are what allow the team to be characterized as a discourse group and to succeed. As for me being a former coach I can relate to how important it is for coaches to use multiple literacies and method of communication in the coaching community that contain interpersonal, situational, and textual literacies. Furthermore, I think this has helped me understand that coaches need to be diverse and /or knowledgeable in multiple discourse communities. This will help with reading and reacting to all types of individuals within the group and organizations. I realized that it is beneficial to learn about different discourse communities, in order to be successful within a coaching community. Such as being familiar with all aspects of the discourse community and their methods of communication, language, and also learning how to read body language are just some of the basic requirements. As far as my coaching discourse goes I can relate it to my community having everything that characterizes a group of people as a discourse community and almost always is related to the success of a shared goal. I am also able to make a connection between the different literacies that coaching demands. Just as we as coaches use our interpersonal literacies skills help motivate players, we must also know how to handle the material to delivery the information everyone involved in the a specific community. This is why it is important to be diverse different forms of literacies. Hopefully this new perspective of knowing and learning forms of literacies and the concept of discourse community will help me in the
As a coach, I used a large amount of inappropriate language during coaching, as I would think of this as passion for the game, not really just frustration. Nearly all communication in football uses loud tones to communicate messages, whether the message is a play call or just a coach yelling at a player. When it comes to the written text relate to football whether it be a play, or a breakdown individual or team play. Such as specialized languages to understand football terms within the community or when talking to a coach about an offensive plan, terms may be used like: huddle, line of scrimmage, cover two, corner route, post, and several other terms used exclusively for football. To become a member of this community the team and its players must understand the terms as when a coach says cover two the players all know that it is a specialized defensive passing coverage. We also have someone who is calling the offensive plays in the huddle; who is the Quarter Back (QB) and is often referred to as the signal-caller. Therefore, this means he calls signals, or should I say the plays. He often gets these plays from the head coach on the sideline. This all happens within seconds from the sideline to the huddle, then all players line up on the line of scrimmage and the QB yells signals again. Although, there are all levels of members starting at the youth, to freshman through seniors in high school and college, which will change their language based on what level you, are at. The community specific genres of communication in this discourse community predominantly involve non-verbal methods of communication, including secret hand signals and other body language. This community contains many examples of highly specialized terminology for practically every football play or technique. There are experts players such as juniors and seniors in this community who will provide
The coaches were feeling creative that day because they made us try all of these drills that the team has never done before. They were the kind of drills that did nothing to improve you at all, but the coaches thought differently. “This one will help you with your awareness of
Imagine that it’s the closest swim meet of the season, and your team is losing by a mere two points. You know that your race could pull your team ahead, but you’re starting to doubt yourself. As the starting signal goes off, you dive in and hear your team explode into cheers. This gives you a boost of confidence and you pull ahead, slamming into the finish and out touching your opponents. With a smile on your face, you proudly turn to your teammates who are all screaming and jumping around. Joining a summer swim team ensures a summer filled with fun, and being with a community of supportive and happy people every day. Swim practice is also an amazing workout with serious health benefits, and can even help lower the risk of heart disease. Many people may be afraid of the commitment of practices and meets, but in reality, practices are not mandatory and are actually very fun, and meets are optional.
My stomach feels like a rock trying to sink me down to the bottom of the pool. I hear the long whistle signaling me to step up onto the block.s. I step onto the creaky blocks and get ready. Adrenalin rushes through me ready to propel me into the water. The announcer tells us to take our marks. A few short moments after, I hear the long beep which signals me to dive into the water. I hit the water with a graceful splash. The bitter water shocks my system and then sends me into an all-out sprint. I race through the water trying hard not to look at my teammates next to me. As I get closer to the wall I see some of my teammates cheering me on. It feels as if their cheers are propelling me through the water. When I fling into a flip turn I glance at my competitors and I can see I am in front. I push a little bit harder and hit the wall with all my might. I look up at the scoreboard and see that I got first! My legs feel like jello as I get out of the water. Some of my teammates pat me on the back and say things like “Good race,” or “Nice job,” I mumble thank yous and continue on my way to talk to Coach. When I get to my coach she looks very surprised which startles me a bit. “Wow!” She exclaims “I'm really glad I got to see what you can do! Great Job Becca,” My coach says while patting me on the back. I head off to hang with some of my new friends. Even though I was so nervous in the beginning I know
There are also terms which you may recognise from other sports of a similar nature, such as diving or figure skating.”. The swimmers also have to move and keep the pattern. They have to do it in a certain order, perfectly synchronized, and continually count the beat and beat changes. In synchro, there is more than 50 terms to use. The swimmers have to make sure they have all elements in the routen.
Listening is a very important part of the coaching process. It helps the client to feel safe and helps to develop trust when the client feels they are being heard. There are three levels of listening: Level 1- Internal Listening; this is where it is all about you, you can hear the words of others but your attention is only on you. Level 2 Listening-Focused Listening; This is where you are totally focused on the client, you listen to what is being said with words, body movement, facial expressions, noticing what and how they say things. The coach is completely present and there with the client. Level 3- Global Listening; “includes everything you can observe with your senses: what you see, hear, smell, and feel- the tactile as well as the emotional sensations. Level III includes the action, the inaction, and the interaction” (pg. 38). Everyone has intuition, but most don’t accept it. It is important for the coach to acknowledge it, and explore it. Intuition is a very valuable resource for a coach, whether it is right or wrong. Curiosity is another great tool for co-active coaching. It starts with a question. Making sure to pose the question in a curious way and not an information gathering way is vital, plus staying using open ended not close helps to keep the conversation from stopping. This allows the client to explore and discover themselves. Forward
Thus, if we visualize how uncomfortable it must be to set in a circle with half a dozen participants with a trainer and/or team of observers analyzing your every word and gesture. And then take into account that the group is restricted to focus all discussion in the here-and-now without any given agenda, in the presence of a trainer ready to interfere if anyone strays from the rules. The author agrees that this format sounds like a situation ensured to promote participant frustration, anger, and resistance. Appropriately, a large portion of this resistance is a result of performance anxiety. The majority of attendees are professionals who are used to mastering the necessary skills for success (Weis et al., 2009). But, the ability to interact naturally and genuinely in the present moment without an agenda is not an easily mastered skill and they become frustrated and angry with the format and the trainer (Weis et al.,
3 James E. Counsilman and Brian E. Counsilman, The New Science of Swimming, (Englewood Cliffs: Prentice Hall, 1994) 6-7
He analyzed distinctions between swimmers, showing how qualitative differentiation results in “excellence: consistent superiority of performance.”
Depending on the reasoning behind communication in an interaction, the style changes. Communication to achieve a goal largely depends on responsiveness to signals denoting choice or desire. Staff members in interviews addressed several styles they have seen in communicating in these instances, such as facial expression, sign language, and body language. Each staff member, when discussing these strategies, noted that all of these strategies require attention and flexibility as every child handles communication differently and the clarity behind their responses can vary. Once a staff member explained that, “If somebody’s crying and upset and I try one thing and that doesn’t stop them, I gotta keep trying.
Preliminary warm ups kick off the session. Meets usually consist of a general warm-up session that requires six to seven hundred swimmers to warm up in ten to twelve lanes. Any swimmer will describe the agony of sharing a lane with thirty to forty other swimmers. Everybody swims squished in their lane kicking each other in the face, slamming their hand on a lane line, or banging their head on the wall. Because swim meets take long amounts of time, this
To begin, the main purpose of this activity was for each partner to observe the others communication skills, both verbal and nonverbal. As I observed Emalie, there were a variety of actions that I had taken note of. When one thinks of action, they might only consider the physical characteristics, however I considered both verbal and nonverbal as her actions during the project. As her group began the discussion, I had noticed right away that she was ready to initiate and include the rest of the group in the discussion. Emalie had explained her reasoning’s as to why she picked a particular answer and also agreed when points were made about other decisions. During the time in which she spoke, Emalie was clear with her words and spoke in a soft, low tone which showed she was relaxed and in a neutral state of mind. Another minor but noticeable verbal action Emalie expressed, was when she laughed with the group and joked around with a few of the answers. However, everyone is not perfect and there were a few errors in her verbal communication. Even though Emalie had explained all of her decisions, there
On the subject matter of interpersonal and organizational communication, there are a myriad of topics for one to consider in providing purposeful, directed communications to peers, subordinates, and stakeholders. In review of chapter five of Satterlee’s (2013) book, the topics of Interpersonal communication, the communications process, and noise were determined to be the most important.
Guest Post Keyword – Swimming Lessons Pearland TX Dealing with Swimming Fatigue: Tips to Follow Swimming, apart from being an amazing exercise for keeping healthy, fit and fresh, is also one that calls for immense physical as well as mental strength. A swimmer needs to be physically strong to keep moving his arms, legs and his entire body in the desired manner and he needs to be mentally alert to just keep going. However, no matter how expert a swimmer you are, the feeling of fatigue after a point of time is bound to hit you. The sudden heaviness and numbness in the arms and legs has been experienced by all swimmers at some point of time or the other.