Juggling Experience

The levels of motivation within a team can be affected both positively and negatively in a variety of different ways.

When I first joined cross country I was not fast nor a runner. I was one of the slowest people on the team, but I wanted to get faster and I was determined to improve. Some days we would do a hills workout and I would get to the top of the longest hill and think, “I could just run back to Armstrong right now and be done”. But then, I thought about how if I did another hill, I would get better and some time during a race when there was a big hill I would look at it like it’s nothing. I could go up the hill easily and pass a couple girls. So I would do another hill. Then the next time we did hills I rememberd how many I did the last time and pushed myself to do one more. Through that cross country showed me that I could be faster and tougher than I thought I was if I put in the effort and want it

I have chosen to teach metin how to juggle a soccer ball as it is a closed skill and the results are predictable and consistent. Closed and self-paced skill as it is under the direct control of the athlete, making it an easier skill to teach over 7 days. Juggling a soccer ball is a gross motor skill as it involves large muscle groups such as the quadriceps and the hamstrings. It’s a serial movement as it in theory it has a beginning and end movement to each juggle making it a discrete skill, however it is also continuous in nature as the intention is to continue the movement for as long as possible

I had no experience as a runner nor did I have the form. This did not phase me however. That year I promised myself to push through all the six mile runs, sore legs, gnarly blisters, and at times, lack of oxygen. At every meet and speed workout practice I pushed myself further and further. I set a goal every time I kicked off from the starting line and never let myself get discouraged when I failed. By my senior year, I was the fourth fastest runner on varsity. That year our varsity team won the district meet, which qualified us to run in the 2016 state meet in Oregon. The transformation over the years were evident. My determination to accomplish my goal of becoming a faster runner was complete. If I had simply just given up that first day of practice, I wouldn't have ran along side of the fastest runners in Oregon or have met the multitude of people that are now my closest friends. Having a goal sets one up for a challenge, whether it being physically or mentally, goals keep us active and thinking in more ways than one. Still, if someone has self-control, confidence, and a goal, they are still not complete.

The Varsity team lost to the Junior Varsity team because of their individualistic mindset. The coach of the Army Crew team admits to putting together the best crew athletes together on the Varsity team. As “Making Star Teams Out of Star Players” discusses, putting the best individuals together seems appropriate on paper, but often ignores the soft skills necessary to work together as a team. Because the coach focuses on the individual talents of the Varsity Crew team he creates an air of competitiveness within each member, instead of how they can work together. The goal of the team is not greater than that of the individual and no one wants to be the weakest link so they overcompensate their own skills. Every member of the Varsity crew team believes he is compensating for the other members and blames other members for the failure of the team, which shows a lack of team mentality and strong leadership. Through overcompensating, as stated in the case study, that throws off the balance of the boat because one member being off pace causes slower speeds. Also, through pitting the Varsity team against the Junior Varsity team it adds to the divisive culture within the whole Army Crew team.

In Scholastic Scrimmage, I found a community of people who were as curious to learn new things as I was and as competitive (in a good way) as I was, and still am. I became captain of the Varsity Scholastic Scrimmage team in my junior year because of my dedication to the club. As captain, I established a plan in which players would be on the same teams in practices and competitions to grow as teams rather than free radicals with no direction or commitment, which was one of the major problems of the club in the past. The impact was immediate and it established chemistry between players and their teams. Many of my friends have expressed new dedication to their teams and Scholastic Scrimmage and I attribute this change to the team's first EPC

The 7 gentlemen in the competition were very nervous and flustered, as they had never been in a varsity level race before. You could tell that they were anxious, and while they did not know what to expect, they were ready. Instead of sitting around and just letting them run the race, I actually instead gathered as many people as I could from our team, put them around the entire course, and I believe I made these athletes cheer harder than they ever have for one another. You could tell from the looks on the 7 runner's faces as they came speeding past us that our cheering was helping and motivating them with each and every step to push harder, go faster, and win for Yucaipa.

I believe McClelland’s Need Theory is the best motivational theory to apply to this group of team members. Everyone chosen in the group appears to have a high need for achievement. His theory also states the following. “Achievement-motivated people share three common characteristics: (1) they prefer working on tasks of moderate difficulty; (2) they prefer situations in which performance is due to their efforts rather than to other factors, such as luck; and (3) they desire more feedback on their successes and failures than do low achievers”( Kreitner & Kinicki, 2013, p.209). If this project is a successful one, the reward in the form of positive feedback will be rewarding to the group. This project could be what determines the future of this company. All three of the characteristic in McClelland’s theory apply to this

Each team member has to work hard to get better to be great as a team. As an example, If a lead tumbler doesn’t have their full then the team doesn’t get full points. So they have to work as an individual to get

Team building exercises were engaged in to bring the team members together on a personal level. The exercises and the time together engendered greater loyalty, personal connections, appreciation for team mates, and common purpose. Genuinely caring for team members or co-workers should compel team members to always give their best in the interest of the

Through physical education and group activities the kids are learning to strengthen their coordination. Shooting baskets provided a variety of repeatable movements that will increase coordination, such as ball throwing and catching. Such physical skills will help children in athletic pursuits, dance and in everyday

“Good Job keep going, you can do it, run run faster, you got this!” These were the words coming from the audience as I was finishing my last 100 meters in the cold, pouring, rain during sectionals. I was in second place in my heat and my heart was thumping and I couldn't see through the water stains on my glasses, but I heard someone someone breathing hard and their spikes hitting the track as they ran behind me and I knew I had to push even harder.I remembered the rough trading I had in practice and knew I could do it.

With more practice the better you will get at the skill and the easier it will come to you. If the student is at the cognitive or even the associative stage they need practice to get to the automaticity stage. Another strategy is to give them hints on how to do the skill, with other people telling you how to do it helps you understand it more and eventually get it to the automaticity stage. The last strategy is that the student will be able to experiment the skills on their own, by that I mean trying different techniques to accomplish the task at hand. For example, while juggling have the students try different ways to start throwing the ball and catching them with different hands to see what feels more comfortable for them and what way you have the most

This information suggests that teaching movement skills can be optimized when the patient is highly motivated, attending fully to the task, and able to relate or integrate the new information to information they already know about the task. When retraining gait, it would be important to find a goal that is important to the patients, such as being able to walk to the mailbox for the newspaper, work with them in an environment where they can attend fully to the task instructions and their own performance outcome, and relate instructions for improved gait characteristics to previous knowledge so that they can remember them after the therapy session is

Coach P.’s training program should have focused more on psychological variables and group processes earlier in the season. Instead, training was focused on improving individual team member performance. The Varsity team comprised of the eight top individual performers (Snook & Polzer, 2004). Mistrust between Varsity team members began developing following spring break. Lack of trust and other related psychological issues prevented the Varsity team from synchronizing their rowing even though they were the top individual performers.