Foster Owen EDH3258 AST1 PDF

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Scenario 2 “Luke is a 13-year-old male who does not enjoy playing sport but was identified to play basketball in the school team due to his height of 1.9m, after his recent growth spurt. His parents have encouraged him to give it a try. At the first training session, Luke was initially given the responsibility of rebounding in defence and sitting on the key and being fed the ball to roll and shoot in offence. During the training session, his coach realised that he had not developed the necessary specialised movement skills for playing basketball. Some examples include not knowing where and when to move on the court and his throwing, catching and shooting skills are below the standard required.”

Introduction to Scenario The above-mentioned scenario can be summarised succinctly as a thirteen year old male, who doesn’t enjoy sport, is placed in a situation where he must participate even though his skills are below par for his age. Specifically, his position in the team requires him to rebound, sit on the key whilst being fed the ball to roll and shoot, basic catching and throwing skills, with court positioning and movement. Luke, the thirteen year old male in question, along with his coach can do a number of things to improve Luke’s overall ability in the team, these will be discussed.

Critique of effects of activity A number of positive and negative effects will be discussed in relation to Luke, and his current situation. Luke doesn’t have an interest in sport, which at the moment is negatively affecting his motor skill learning and progress. “Engaged athletes, the ones whose hearts and minds are committed to their sport, their coach and their team, give their best in training and competition and absolutely achieve better results” (Hanson, 2019). This is a negative factor, 1 Owen Foster U1078546

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seeing as a lack of engagement leads to below par motor skills, which in turn can lead to a lack of engagement and frustration, repeating the cycle. A positive factor in this scenario is Luke’s height of one hundred and ninety centimetres. If his basic motor skills of catching and throwing can improve, he will see fast improvement in his overall basketball performance with height the number one indicator of future basketball success (Heimer, Misogoj & Medved, 1988). This may lead to an increase interest from Luke’s behalf which is likely to invoke a more frequent training schedule which in turn will increase his skills further.

Modifications A number of modifications can be implemented to increase Luke’s performance of basic motor skills. Luke’s coach needs to understand and appreciated that Luke is not fully invested in improving himself, as he has a lack of interest in sport. It is important that Luke’s coach does not prescribe an overly demanding training plan for Luke. Overtraining can lead to a decline in sports performance and thoughts of quitting or skipping training sessions (Overtraining, 2003). Luke may become more interested in sport if he understands the overlapping benefits of playing sport with academic productivity and performance. Children who have a strong interest in academia often neglect their sporting time, and the reverse is often true also. There is “persuasive evidence to suggest that physical activity can improve children’s concentration and arousal, which might indirectly benefit academic performance” (Bailey, 2003). Whilst Luke’s interest in academia was not directly mentioned in the scenario, the fact that sports have a positive effect on academic performance may be the tipping point in capturing Luke’s interest in basketball and is worth mentioning. For Luke’s coach it is important to understand that Luke may have differing training frequencies than the rest of his team. A coach would not train a nine year old with the same intensity or frequency as a 2 Owen Foster U1078546

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fifteen year old, so Luke’s coach should not intend to do the same here. In the scenario, Luke’s motor skills were described as below standard for his age. Basic and fundamental movement patterns, advices and technique analysis should be provided to Luke by his coach. Simple drills involving movement, catching and throwing will drastically increase Luke’s ability in these areas. Arriving to training five to ten minutes earlier and completing these additional activities would be sufficient in promoting an improvement in skills whilst keeping the training frequency low enough to avoid disinterest (Ingraham, 2019). Additionally, Luke should be encouraged to purchase a basketball and play informally with his parents during the week. It was his parents’ idea to put Luke into this basketball team so they should take some responsibility in ensuring Luke’s skills can improve to average or above average level. Basic catching, throwing and getting adjusted to the ball dimensions and movement patterns that is required for basketball is sufficient. A similar situation was proven in Brazil to be successful. Amid the poor areas, Brazilian youngsters play football on the streets, on waste ground, concrete; any available surface. On the coast, the beaches are a further football haven, with fields and goals for as far as the eye can see. Most of the kids have no boots, so they play barefoot, further promoting an ability to strike the ball properly. The Brazilian’s are renowned for their elite football performances on the National stage and a large amount of their success can be followed down to their frequency of playing at a younger age. This leads to an increased confidence and ability to control the ball, pass and shoot, which are the basic motor skills of football (Payne, 2007).

In Luke’s situation, playing informally with his parents a few times a week will increase the rate at which his basic motor skills improve. Additionally, Luke’s coach should re-enforce an engaging and diverse environment in order to capture all his athlete’s engagement during training sessions. Creating a culture where athletes are rewarded, recognized and valued for being self-motivated, committed and enthusiastic is positively associated with higher levels of athlete engagement, which leads to increase skills and therefore further engagement based on performance success (Hanson, 2019).

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To conclude, Luke’s coach should write and prescribe a short, yet effective, training programme for Luke to participate with in order to improve his basic motor skills. By increasing Luke’s motor skills of catching, throwing, movement on the court and shooting, Luke will hopefully enjoy the game of basketball more and will be happy to continue training and playing. The active involvement of Luke’s parents is not essential, however will speed up the rate at which Luke improves. Finally, the creation of an engaging and supportive environment will look to foster motor skill improvement of all players, including Luke.

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Scenario 3 “You have just taken over a Year 6 mixed gender HPE class for the semester and been instructed to teach them games, where the learning outcomes are as follows: 1. participate in physical activities to enhance fitness, 2. develop and practise specialised movement skills and apply them in a variety of movement situations, and 3. applying tactics and strategies in game play.

You are also told that the class is currently participating in a unit of work about soccer to achieve these learning outcomes. When you observe the students playing a game of soccer in class, you see that most of the students in the class do not possess the basic skills required to play the game. On the other hand, Rob who is in a club’s soccer team has refused to participate commenting that his classmates are not good enough. You also notice that the students’ motivation to play soccer are very low and a large number of students have gathered in a corner rejecting participation.

Introduction to Scenario A year 6 mixed gender HPE class are currently facing a problem of low motivation, potentially due to the low standard of basic motor skills of most of the class. One student, Rob, who plays club soccer has refused to participate commenting that his classmates are not good enough. A physical educator faces a few challenges when dealing with this situation. It is clear that basic motor skills of passing, controlling and moving into space can be improved. This will be discussed in further detail to promote learning and diversify learning for all student engagement.

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Critique of effects of activity A number of negative effects can be seen from the current situation. Wankel and Mummery (1990) state “from a psychosocial perspective, youth often feel excessive pressure to win, perceive themselves as having poor abilities, feel unattached to their teams, and feel vulnerable in the presence of teammates.” In this situation, a lack of basic motor skills possessed by the majority of the class is having a negative effect on motivation which further amplifies the lack of skills. We see that some students, including an above average soccer player Rob, have rejected participation completely and are standing in a corner during lessons. Kirk (2005) suggests that quality early learning experiences through sampling and play during childhood develop perceptions of competence, which in turn lead to motivation for continued participation. We see that skill and motivation have a direct correlation to each other in a cyclic fashion; improving on one will likely improve the other and vice versa. The final factor of this situation is the fact of the new coach/teacher. This can be seen as a negative as well as positive. As a negative, the teacher does not know the children in the class and their interaction with each other in detail. As a positive, this is providing a clean slate to start the semester of soccer, which can help in introducing new activities and learning goals for the students.

Many researchers have argued that if children are exposed to competition and advanced skill work too soon, they will experience a decreased sense of self-esteem and competence, and an increased sense of anxiety. Csikszentmihalyi, Rathunde, and Whalen’s (1997) research on talent development provides further support for this argument; they found that those who did

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not persist in their talent area often experienced anxiety because their skill level was too low for the challenges offered to them. Modifications The first modification to enhance movement, motor learning and performance outcomes is to focus on developing basic motor skills to enhance individual’s skills and heighten motivation. The basic soccer skills of passing, controlling and moving into space should be focussed on in some capacity in every practical lesson. It is important to prescribe drills that offer as many soccer balls in motion as possible. For example, an individual would benefit much greater in developing their passing and controlling skills if they touch the ball one hundred and fifty times over the course of a training session where partner and small group work was prioritised compared to a full field, eleven on eleven game of the same duration, when the participant might only touch the ball twenty times. A study on the number of volleyball touches a player is making during training sessions was conducted by Gary Horvath in 2014. Horvath found that “the number of touches can be increased by working on skills in stations or playing on a half court and using multiple balls” and that “it is essential for coaches to optimise the number of touches in their practices”. In relation to this scenario, programming a large amount of partner work, small group work and limiting the amount of traditional game play for the first six to eight weeks of the semester will be beneficial in providing players a strong base of motor learning in the skills of passing, controlling and moving. Potentially this increase in skills will lead to a heightened motivation level which will continue their striving for betterment in the realm of soccer.

A different approach to this scenario is to adapt an inclusive, supportive and team building environment to immediately heighten student motivation which will in turn lead to a 7 Owen Foster U1078546

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betterment of individual skills. Studies by Salminen and Liukkonen (1996), have found that youth prefer coaches who demonstrate child-involved democratic coaching styles. Additionally, Hinch (2016) states that a “positive and enjoyable atmosphere is better for everyone, and often teamwork and fun can come hand in hand”. Creating a supportive coach and team environment with players who currently do not want to participate is challenging, however achievable. The introduction of drills that force participation, with multiple balls or rules in place that dictate that a team cannot score a goal without all members of the team touching the ball at least once, is a direct avenue to creating a more supportive environment. Diversifying the lesson by teaching the students who are excelling more advanced skills will look to keep them engaged whilst giving the students who are struggling time to improve their basic skills. To end, a supportive team environment is beneficial for team and individual success and it all starts with a willing and positive coach or teacher.

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References Bailey, R. (2003). The Educational Benefits Claimed for Physical Education and School Sport: An Academic Review. doi 10.1080/02671520701809817 Csikszentmihalyi, M., Rathunde, K., Whalen, S. (1993). Talented teenagers: The roots of success and failure. Cambridge: Cambridge University Press. Hanson, B. (2019). What is Athlete Engagement? Retrieved from https://athleteassessments.com/athlete-engagement-in-sport/ Heimer, S., Misogoj, M., Medved, V. (1988). Some Anthropological Characteristics of Top Volleyball

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https://www.researchgate.net/publication/236888669_Volleyball_In_Physiological_te sting_of_elite_athletes_2nd_edition Hinch, W. (2016. The Benefits of Teamwork in Sport. Retrieved from https://blog.pitchero.com/the-benefits-of-teamwork-in-sport Horvath, G. (2014). Optimizing Meaningful Touches in Volleyball Practices. Retrieved from https://www.teamusa.org Ingraham, P. (2019). Strength Training Frequency. Retrieved from https://www.painscience.com/articles/strength-training-frequency.php Kirk, D. (2005). Physical education, youth sport and lifelong participation: The importance of early learning experiences. European Physical Education Review, 11, 239- 255. Overtraining (2003). Retrieved from http://www.ucdenver.edu/academics/colleges/medicine/sportsmed/cusm_patient_reso urces/Documents/Overtraining.pdf

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Payne, S. (2007). Let Children Play Football Like They Do In Brazil. Retrieved from https://www.telegraph.co.uk/sport/football/teams/england/2326880/Let-children-playfootball-like-they-do-in-Brazil.html Salminen, S., Liukkonen, J. (1996). Coach-athlete relationship and coaching behavior in training sessions. International Journal of Sport Psychology, 27, 59-67. Wankel, L., Mummery,W . (1990). The psychological and social benefits of sport and physical activity. Journal of Leisure Research, 22, 167-182.

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