Originally posted on KIN 401:
We had a really challenging question in yesterday’s class, which was posed to our guest Larry Lauer, a sport psychology consultant and one of my colleagues at the Institute for the Study of Youth Sports. The question was about the video review session for a football team. The typical procedure is to run through the tape, and for the coach to point out mistakes that have been made. Occasionally, the coach may also point out what players have done well. The coach might use emotion to illustrate a point. For instance, a player might not be hitting… Continue reading Criticism during the video review – what’s the best way?
Originally posted on KIN 401:
This morning, I woke up around 6:15am, and came across this article of a Day of Higher Ed on my LinkedIn reading list, suggesting that academics respond to a recent critique in a Washington Post editorial that academics are “underworked.” It resonated, given my recent frustrations with managing my workload, and my feelings that my “work” as a research assistant and teaching assistant has compromised my experience as a doctoral student. I think it’s always important to really document the “problem” so I figured I would track my day and add it to the conversation on Twitter with the #dayofhighered hash-tag.
So here goes… Continue reading “Day in the Life – #dayofhighered”
I recently commented on an article regarding coach expertise development, written by Richard Bailey (“Talking Education and Sport”). The big question: do coaches move through “stages” of expertise, or is their development completely linear? Most researchers speculate that development is generally stage-like.
I am particularly interested in the events that happen right before a rapid increase in coaching expertise. What are the triggers that cause rapid learning to occur? Some suggestions…
Researchers in South Korea found that short-track speed skaters have sizable differences in the parts of their brains that control high-speed cornering. Question: are great skaters genetically pre-disposed to having more adaptability of brain size, or does performance literally make this part of the brain grow regardless of genetics? Go fast, turn left: brain changes result from complex motor skills Posted on my course blog for KIN 360 at Michigan State Continue reading Go fast, turn left: brain changes result from complex motor skills
I conducted a mid-semester evaluation in my Physical Growth and Motor Behavior section over Spring Break, to assess my performance and to identify areas that I can improve in the remaining seven weeks of the course. I used a two question open-ended response on SurveyMonkey, and followed it up with an analysis of the 50 most common words using a word-diagram (wordle.net). This word diagram helped to frame my reading of 36 individual responses. For a complete description, including the word diagrams, see Mid-Semester Evaluation – Spring 2012. via KIN 360 Course Hub. Continue reading Mid-Semester Evaluation – KIN 360 – Spring 2012
I am migrating from a google site to this wordpress blog. This will be my new professional web-presence. I have imported posts from two blogs I started last year, including SpartanSpartan and The Tough Mind (WordPress recognizes Blogger’s tags as categories, so I have a small mess on my hands right now). Continue reading New hub on wordpress
What are the cultural aspects of college athletics that led employees of the athletic department and the university administration to cover-up the sexual abuses of revered coach Jerry Sandusky, who was sodomizing children for years in his dual role as the boss of the Second Line charity? Is Penn State football so revered in Pennsylvania that football coaches can’t be held accountable to the same moral and legal standards as all citizens? How come Sandusky wasn’t cut loose and dealt with in 1999, when charges first began to surface?
The answer lies in a disturbing part of the human psyche, in one of our tragic flaws that is essential for survival, but has also created its share of human misery throughout time. I’m talking about loyalty, which has the power to bind you to a group that means more than yourself, but also to blind you to the abuses that a group may make in its own interest.
As an instructor, how can I make the most out of limited contact hours with students? A semester seems like a long time… between 28 and 30 hour-and-twenty-minute meetings. But in reality, that time goes quickly, and when the end of the semester rolls around, I often ask myself, “did my students actually learn anything meaningful?”
To make learning experiences meaningful, I struggle with a basic question that most collegiate educators struggle with daily. Do I go broad, and attempt to “cover” lots of material? Or do I choose core concepts, and go into depth, giving students the time and scaffolding to ask deeper questions about the knowledge itself. This deep thinking is the gold-mine that all instructors are trying to find, but sometimes students need some “surface knowledge” before they can start digging deeper.
I’ve been prompted to examine my “information diet,” which includes all of my sources of information throughout the day.
I typically wake up around 6:30 or 7:00 in the morning, to the sound of the Michigan State University college radio station, Impact 89 FM. I love the awkward first-time DJs, and the station seems to have an early 1990s nostalgia — lots of grunge.
Ever since I got an iPhone, I now read most of my e-mail in the morning while I am lying in bed. There are about 20 minutes where I don’t want to be physically awake and out of bed, but I need to do something to wake my mind up. I get e-mail alerts from ScienceDaily website, which keeps me up to date on a range of topics from Social Psychology to Sensory Perception. Occasionally, I will tweet the findings of the study — I use twitter to catalog and bookmark things that are of interest to me.
Mental toughness has been my primary research interest over the last two years. It is a term that gets used frequently without having a strict definition or framework that explains what it is and what it ain’t. In the internet age, a Wikipedia entry can provide consistency and clarity for a term. It’s typically the first hit of a Google search. With that in mind, I’ve created a mental toughness page for Wikipedia.
Wikipedia is an open venture. Its strength lies in crowd-sourcing. I highly encourage people to update and edit this post, as it serves as a beginning framework.
Mental toughness – a term commonly used by coaches, sport psychologists, sport commentators, and business leaders – generally describes a collection of attributes that allow a person to persevere through difficult circumstances (such as difficult training or difficult competitive situations in games) and emerge without losing confidence.
Mental toughness is a contested term, in that many people use the term liberally to refer to any set of positive attributes that helps a person to cope with difficult situations. Coaches and sport commentators freely use the term mental toughness to describe the mental state of athletes who persevere through difficult sport circumstances to succeed. Only within the past ten years has scientific research attempted a formal definition of mental toughness as a psychological construct.