A critical review of the role of coordinated sport science Essay Example

A critical review of the role of coordinated sport science Essay A critical review of the role of coordinated sports science support and its importance to elite level performance Sport today has changed greatly from 40 years ago where love for the sport and intrinsic rewards were the main motivations (Green Holmium, 2010). In the present day with mass exposure and popularity of elite level sport along with big financial rewards and losses at the highest levels (Yardman Jones, 2011), and increased level of performance in sport (Collins, Moore, Mitchell Lappers, 1999) coaches are under pressure to deliver successful performance results (Richardson, Anderson Morris, 2008). With this level of investment and interest from the masses, fulfillment professional careers for athletes have been created who dedicate their lives to their sports, putting their bodies and minds on the line and increasing risk of negative health effects (Handstand Wadding, 2009). According to Pipe (2001), it is sport coaches and sport science support (ASS) responsibility to act as an athletes advocate and reduce these negative health effects, protecting their health and well-being. We will write a custom essay sample on A critical review of the role of coordinated sport science specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A critical review of the role of coordinated sport science specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A critical review of the role of coordinated sport science specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Southeast (2012) highlighted that margins between podium places are getting narrower and the increased need to look at all options to find improvements, squiring specialist sport science skills to be able to measure, interpret and improve particular areas. This pressure from dedication levels of athletes, financial rewards/ loses, smaller winning margins and exposure by the media and the public that stresses the importance of the athlete receiving the most thorough and professional service possible. To provide this service, coaches and sporting organizations are increasingly seeking ASS (Lees, 2003; Collins et al. 1999), and ultimately enhancing athletic performance (Williams Kendal, 2007; Hooper, 2006). Due to the above- mentioned issues it is essential to consider the most efficient and effective way for coordinated ASS to work, however with coordinated ASS certain issues may arise having negative effects of athletic performance and athlete well-being (Collins et al. , 1999). In the following text the author will, define and critique the different coordinated ASS approaches, review the issues and areas that may impede efficiency and finally conclude and provide recommendations for the application of coordinated sports science support. An interdisciplinary approach is where a number of sport science personnel (SSP) room different areas of sport science integrate and work together in a coordinated manner to problem solve (Burrito, Moore Wilkinson, 1994). Elite level sport is based upon a number of multi-factorial variables (Meyers, Laurent, 2010) that can be measured, analyses, interpreted and ultimately manipulated to promote increased performance. Interdisciplinary ASS can produce a vast range of in depth information and data (Knudsen, 2011), which in turn means that appropriate and specific training regimes and strategies can be implemented in order to increase performance coaching team must have knowledge of how different variables inter-link and be able to consider how manipulation of one variable may affect another. For example the use of a head guard in boxing from a biomedical perspective would have a positive effect because it would decrease punch force however from a psychologists perspective this could grant a false sense of security, having a negative effect (Burrito et al. , 1994). As well as being able to interpret these risk and benefits the coaching team must be able to assess their significance, priorities and contextual in order to Justify implementation of manipulations (BASES, [n. ]). An interdisciplinary ASS approach requires a number of team-wide skills in order for it to be successful, they are; Bridge building the linking of knowledge from different spinelessness, Restructuring methodologies, theories and practices transferred into different spinelessness and Integration the application of a number of spinelessness (BASES, [n. D. ]), without these skills a support team would move towards a multidisciplinary approach. Multidisciplinary is defined by Burrito et al (1994) as a number of SSP working in parallel rather than in symbiosis, Corner (2010) supports this and adds that each SSP as a clear role definition, specific task and hierarchical lines of authority. Within Interdisciplinary approach there is little or no communication among each susceptible, as a result there is little overlap (Corner, 2010), which means SSP from a particular discipline may be unaware of detrimental effects caused in another discipline when interventions/ strategies are implemented in his field of expertise. Whilst both multidisciplinary and interdisciplinary approaches are products of an input from more than one discipline, the principle difference is the integrative approach of the interdisciplinary sports scientist as opposed to scientists working in parallel often associated with multidisciplinary (Dandles, 2011). Interdisciplinary approach is having a single sub discipline that works in isolation to the other sub disciplines; interdisciplinary approaches are often undertaken during research, but are not always appropriate when holistic athlete centered approach is desired (Burrito et al. , 1994; BASES , [n. D. ]). Interdisciplinary approach is similar to multidisciplinary in that it has no or little overlap between disciplines, reducing role conflict to an extent. Another benefit as noted by Jones (2006) is that each specific aspect of sport science can be taken into account and can be assessed in a thorough manner. The main difference between interdisciplinary and other approaches is that because the SSP work in relative isolation to the others alliances and allegiances tend not to be as prevalent. These alliances and allegiances can produce subgroups and isolates, decreasing productivity (Slinkier et al. , 2012). Therefore, Reid et al. 2004) suggested an optimum group number should be five or less to maintain the best mix of commitment and collaboration. Within all of these approaches there exist a number of possible issues that may increase athlete stress and in turn decrease athletic performance, this section will look at some of these issues. Fletcher, Wanton Mealier (2006) identified fi ve performers: factors intrinsic to the sport (e. G. Training schedules); roles in the sport organization (e. G. Lack of role acceptance); sport relationships and interpersonal demands (e. G. Conflicts with coaching staff; athletic career and performance development issues (e. . Selection); and organizational structure and climate of the sport (e. G. Result vs. Placement focus), all of which can be influenced by ASS. Within all teams, particularly at an elite level there are substantial organizational and team dynamics (Collins et al. , 1999), an understanding of these dynamics are crucial for most effective work (Arnold, Moore Burrito, 1998). Figure 1 shows the organization of most elite level support teams, the dashed line is knows as the us and them divide with anyone above the line having or perceived to be having power to influence selection (Collins et al. 1999). Anyone above this line with perceived power and influence will experience high levels of impression management fro m athletes, particularly at elite level where benefits of selection are so high (Leary, 1994). Impression management is altering ones interactions in order to protect or improve ones position and the most common occurrence of impression management is limiting information on the status of and injury/fitness in order to improve chances of selection (Collins et al. , 1999). Some athletes may even take impression management to the next step and exploit certain members of the support team as a naive conduit in order to use their link to and influence on selection in order to improve chance of selection (Collins et al. 1999). Once being identified as on the them side of the us and them divide, SSP will in one way or another receive limited and well managed information, however Leary (1994) notes that this is neither dishonest nor devious but rather is an inevitable feature of group dynamics. Being on the or being perceived to be on the us side of the divide SSP will gain trust and improve SSP athlete relations. However in order to be perceived as on the us side of the line the SSP must work in total confidentiality or they will seem to have influence on selection by passing information onto management and therefore being placed in the them category and experiencing more impression management. Therefore in order to be considered us SSP must regard the athlete as the client and exhibit total confidentiality (Klein et al. 2012). However by maintaining this patient confidentiality the SSP may mean withholding information from management that the athlete does not wish to be disclosed, which could put the SSP reputation and Job at risk, highlighting an issue with patient confidentiality (Collins et al. , 1999). Confidentiality is crucial to the SSP athlete allegations, however if an athlete is unfit to play the SSP may struggle to deal with this issue without breaking confid entiality. SSP also recognize the pressure to divulge information applied by management as they have a responsibility to management as ultimately they pay their wages (Collins et al. , 1999). SSP have varying codes of conduct when it comes to confidentiality; for example traditionally banishments and physiologists share information with coaches, whereas psychologists must protect all psychometric data (Collins et al. , 1999). Depends on their philosophy and will be influenced by whom they see as the client, he athlete or the management. Collins et al. 1994) identified two separate approaches to confidentiality depending on who is regarded as the client; firstly the athlete client approach where the SSP will work in total confidence and only divulge permitted information; and secondly the management client approach where the SSP will field athletes who are fit to partake. Both approaches do however have implications, being management client based and removing an athlete from events technically s tands the SSP liable for causing loss of earnings or restricted trade (Collins et al. , 1994). Being athlete client based causes issues with confidentiality as discussed in the previous paragraph. Contrasting philosophies can cause conflict within a ASS team, for example a SSP who has an athlete centered philosophy may want extended rest period after big competitions whereas a SSP with a result based philosophy may disagree with this and want them back training as soon as possible. This highlights the need to consider philosophy when recruiting SSP into a ASS team in order to reduce conflict, however some may argue that the more qualified the better, regardless of their philosophy. Conflict is a regular and expected consequence of ASS (Collins et al. , 1999; Reid, Stewart Throne, 2004), and is often born from different conclusions of the same problem from different sub disciplines. To avoid this conflict some may support a indiscipline approach, however conflict is often key to making informed, correct Judgments being made to improve athletic performance, furthermore it facilitates SSP self critiquing and questioning of practice (Ride et al. , 2004). The author will now consider ways to combat these afore mentioned issues. Due to each discipline having varying codes of conduct when it comes to confidentiality Collins, et al. , 1999), athletes are often left unsure on information handling procedures and roles (Moore Abbott, 2012) and SSP are left in a difficult position. To combat this all disciplines should have a standardized level of confidentiality through their professional associations, currently only the Charted society of physiotherapy has a cross discipline code of conduct (CUPS, [n. . ]). Athletes should have to sign an athlete charter which presents the scope of data confidentiality and whose interests are being met by each role so that the athlete clearly knows how the information he gives will be used and to what extent it will be confidential (Collins et al. , 1999). In order to reduce conflict within ASS group member philosophies must be considered, however at an elite level it is usually results based, therefore t he most qualified/successful SSP may be employed. ASS group size can also be considered to reduce conflict, but at elite level it is unlikely to reduce the size of the support team, reducing performance, purely to reduce chances of conflict. Although these things can be done to reduce conflict, as pointed out by Ride et al. (2004) some conflict can e a positive. Bigger the group the more conflict (Ride, 2004) an interdisciplinary approach allows for integrated and coordinated problem-solving resulting in a higher quality of collaboration and team performance (Mackinac Rodgers, 2000; Norwalk, 2003). Therefore an interdisciplinary approach must be adopted in order to produce the highest performance levels. Athlete charters and universal codes of conduct should be used to clarify confidentiality levels and reduce issues in this area. Conflict is expected in ASS and some conflict is good however ASS team philosophies should be noninsured in order to reduce it and make sure the entire team has the similar aims. Due to the nature of sport, impression management will always be present, therefore SSP must be aware of this.

Classroom Testing Best Practices and Applications

Classroom Testing Best Practices and Applications In its simplest form, classroom assessment is about collecting data, looking for mastery of content, and guiding instruction. These things are more complex than they sound. Teachers will tell you that they are time- consuming, often monotonous, and seemingly neverending. All teachers are required to assess their students, but the good teachers understand that it is more than just assigning grades for a report card. True classroom assessment shapes the ebb and flows within a classroom. It drives daily instruction becoming the engine for not only what is taught, but how it should be taught. All teachers should be data-driven decision makers. Every individual assessment provides critical data that can potentially provide us with another piece of the puzzle to maximize a single student’s learning potential. Any time spent unwrapping this data will be a worthy investment to see a dramatic increase in student learning. Classroom assessment is not one of the glamorous aspects of being a teacher, but it may be the most important. To put it simply, it is hard to know how to get somewhere you have never been if you do not have a map or directions. Authentic classroom assessment can provide that roadmap, allowing every student to be successful. Utilize Standard Based Benchmark Assessments Every teacher is required to teach specific standards or content based on subjects taught and grade level. In the past, these standards have been developed by each state individually. However, with the development of the Common Core State Standards and the Next Generation Science Standards, many states will have shared standards for English Language Arts, Mathematics, and Science. Standards serve as a checklist for what is supposed to be taught throughout the school year. They do not dictate the order in which they are taught or how they are taught. Those are left up to the individual teacher. Utilizing a benchmark assessment based on standards provides teachers with a baseline for where students are individually as well as where the class is as a whole at selected checkpoints throughout the year. These checkpoints are typically at the beginning, middle, and end of the year. The assessments themselves should include at least two questions per standard. Teachers can build a solid benchmark assessment by looking at previously released test items, searching online, or creating aligned items themselves. After the initial assessment is given, teachers can break down the data in a variety of ways. They will get a quick idea of what each individual student knows coming into the year. They can also evaluate whole group data. For example, if 95% of the students get all the questions correct for a particular standard, the teacher should probably teach the concept early on in the year without spending an inordinate amount of time. However, if students perform poorly on a standard, the teacher should plan to devote a greater amount of time later on in the year. The middle of the year and end of the year assessments allow teachers to measure overall student growth and whole class understanding. It would be wise to spend more time re-teaching a standard in which a large portion of the class struggled with on an assessment. Teachers can also reevaluate their approach with individual students who are lagging behind possibly offering tutoring services or increased remediation time. Focus on Diagnostic Data There are lots of diagnostic programs available to assess individual student strengths and weaknesses quickly and accurately. Too often, teachers get caught up in the big picture that these assessments provide. Programs such as S.T.A.R Reading and S.T.A.R. Math provide grade-level equivalency for students. Many times teachers see that a student is at/above grade level or below grade level and stop there. Diagnostic assessments provide so much more data than grade level equivalency. They provide valuable data that allows teachers to quickly decipher individual student strengths and weaknesses. Teachers who only look at grade level miss the fact that two seventh grade students who test at the seventh-grade level may have holes in differing critical areas. The teacher may miss the opportunity to fill these gaps before they become a hindrance down the road. Provide Regular In-depth Feedback to Students Individualized learning starts by providing continuous feedback. This communication should occur daily in both written and verbal form. Students should be helped to understand their strengths and weaknesses. Teachers should utilize small group or individual meetings to work with students who are struggling with specific concepts. Small group instruction should occur every day and individual meetings should occur at least one time per week. Some type of feedback other than just a grade should be provided for every daily assignment, homework, quiz, and test. Simply grading a paper without reinforcing or re-teaching the incorrect concepts is a missed opportunity. Goal setting is another essential part of the teacher-student collaboration. Students should understand how the goals are tied to academic performance. Goals should be high, but attainable. The goals and progress towards them should be discussed regularly, and reevaluated and adjusted if necessary. Understand that Every Assessment is Valuable Every assessment provides a story. Teachers have to interpret that story and decide what they are going to do with the information that it provides. An assessment must drive instruction. Individual problems and/or whole assignments in which a majority of the class scores poorly should be re-taught. It is okay to throw out an assignment, re-teach the concepts, and give the assignment again. Every assignment should be scored because of every assignment matters. If it does not matter, do not waste the time to have your students do it.   Standardized testing is another notable assessment that can provide valuable feedback year over year. This is more beneficial to you as a teacher than it will be to your students because there is a chance you will not have the same group of students two years in a row. Standardized test results are tied to the standards. Evaluating how your students did on each standard allows you to make adjustments in your classroom.   Build On-Going Portfolios Portfolios are tremendous assessment tools. They provide teachers, students, and parents with an in-depth look into student progression over the course of an entire year. Portfolios naturally take time to build but can be relatively easy if a teacher makes it a regular part of the classroom and uses students to help keep up with them. A portfolio should be kept in a three-ring binder. Teachers can create a checklist and place them in front of each portfolio. The first part of each portfolio should include all diagnostic and benchmark assessments taken over the course of the year. The remainder of the portfolio should be made up of standard related assignments, quizzes, and exams. The portfolio should include at least two daily assignments and one exam/quiz for each standard. The portfolio would become an even more valuable assessment tool if students were required to write a quick reflection/summary for each associated standard. Portfolios are the purest form of assessment because they encompass pieces that add up to a whole.

LOG503 MOD 3 Case Assn - Logistic Planning Essay

LOG503 MOD 3 Case Assn - Logistic Planning - Essay Example On the basis of the aforementioned concern, the paper intends to briefly discuss about the logistic strategies of Ford in the global automobile industry. Moreover, the location design of Ford concerning distributors or retail, influence of the customers towards location decision of Ford and its effect on logistics will also be taken into concern in this paper. Impact of Location and its affect on Logistic Planning The location of production as well as distribution units can impose significant impact and affect logistic planning of any organization. This is owing to the reason that an effective location plan can facilitate an organization to increase the satisfaction level of the customers by providing them their desired products at the right time. It has been apparently observed that an extensive network of suppliers and distribution channels is regarded as one of the major strengths of Ford that enabled the organization to gain momentum in the global automobile market. ... the cultural perspectives concerning the locations of its different production as well as distribution units with the intention of increasing the satisfaction level of the customers at large (Leontiades, 1987). In general, the location concerning plant and logistic network can be effectively organized or managed depending upon the tradeoff scenario of any particular organization. The significant concern of plant location generally encompasses different factors such as material cost, labor cost, infrastructure facilities, business services, customer or market, available suppliers as well as resources, government regulations and existing competition (Lu, Kuo, Tseng & Liaw, 2007). With this concern, the logistic network and overall supply chain management activities of Ford are conducted by Penske Logistic. In this similar context, Penske has been identified to be a leading service provider of logistics for Ford since the year 1999. It executes streamline operations for Ford through ado pting as well as implementing six-sigma initiatives in terms of maintaining and creating more effective as well as centralized logistic network. As the leading logistic provider of Ford, Penske performs effective and quality based logistic management functions that further ensure to mitigate different challenges resulting from inbound inconsistencies, unnecessary costs and shipment overages (Penske, 2013). Comparison of Location Decision of Ford To a Distributor According to the global business scenario, it can be recognized that the exact location choice is quite important for an organization to accomplish its predetermined business targets. In order to determine effective location decisions, the organizations in this present day context must need to focus upon enhancing their various