BTEC Level 3 Subsidiary Diploma in Sport Unit 4 Fitness Training and Programming Student Name: _____________________ Date Set 16/1/13 Date to be handed in 30/1/12 FRONT SHEET - Centre Number: 68706 Assignment 1 – Fitness Training and Programming Evidence must show: P1 M1 P2 M2 D1 Describe one method of fitness training for six different components of physical fitness. Explain one method of fitness training for six different components of physical fitness. Produce training session plans covering cardiovascular training, resistance training, flexibility training and speed training. Produce detailed session plans covering cardiovascular training, resistance training, flexibility training and speed training. Justify the training session plans covering cardiovascular training, resistance training, flexibility training and speed training.
San Francisco: Jossey-Bass, p. 41-52. http://provost.wisc.edu/assessment/manual/manual2.html Lipman, M., "Some Thoughts on the Formation of Reflective Education." In Teaching-Thinking Skills: Theory and Practice, pp. 151-161. Edited by J.B. Baron and R. Sternberg. New York: W. H. Freeman, 1987. http://www.weac.edu/professional_resources/Testing/performance_assessment.aspx Frost, S (2013).
EDLS 201 Principles of Education Section 2 SUNY Potsdam - Fall 2013 Michele Pinard, Ph.D. Department of Curriculum and Instruction Office Hours: Mondays and Wednesdays, 10 a.m. - noon or by appointment 218 A Satterlee pinardmr@potsdam.edu 315-267-2643 Course Description: This course provides an introductory and historical overview of educational philosophies of education, principles of and practices in education, focusing on current challenges. Emphasis is on how educators define, develop, assess, and effectively reflect on their philosophy of education while remaining responsive to socio-academic contexts, students’ and society’s needs. Service Learning Component: Students volunteer in one of three settings for an average
East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED346082). In-text: (Mead, 1992) Electronic Journal Article Reference: Vanden, G., Knapp, S., & Doe, J. (2001).
The School of Sport, Travel & Public Services Course: BTEC Level 3 National in Uniformed Public Services Unit Title & Number: Unit 2 Leadership and Teamwork in the Public Services Assignment Number: 2 of 2 Unit Tutor: Caroline Kelly / Shane Spafford |Issue Date: | |Task 3: (P5, P6, M4, D3) | | | |For P5, in a PowerPoint presentation
MGSM876 Leadership & Motivation 2014 Term 4 Professor Gayle Avery UNIT GUIDE North Ryde Block First Block: 17 - 19 October 2014 Second Block: 1 - 2 November 2014 Email: Phone: Fax: gayle.avery@mgsm.edu.au + 61 2 9850 9930 + 61 2 9850 9019 MACQUARIE GRADUATE SCHOOL OF MANAGEMENT MGSM876 Leadership & Motivation 1. About this unit Credit Points: Contact Hours: 4 Total: 40 hours This unit explores the practices and philosophies underpinning leadership and motivation, encouraging students to develop integratively-complex thinking. Case studies from around the world enable participants to evaluate theoretical and empirical contributions to leadership while reflecting on their own leadership and motivation practices.
Detroit: Macmillan Reference USA. Retrieved from http://go.galegroup.com.ezproxy.apollolibrary.com Rose, D., & Potts, A. D. (2011). Examining Teacher Candidate Resistance to Diversity: What Can Teacher Educators Learn?. International Journal Of Multicultural Education, 13(2), 1-19. . Sampling.
Instructional Strategy Guide Name: Ashley Burton Date: November 6, 2014 Draft ____ Final _X_ |Strategy Description |Alignment to Best Practice, | | |Benefits, and Application | |1. The Asset Method (pg. 232) – The purpose of this strategy is to develop a plan |1. Vaughn, Bos and Shuman (pg. 232) stated when developing social | |for social skills training to students who demonstrate difficulties in social |skills interventions, it may be important to consider the nature of | |functioning.
This is extremely beneficial for the children as they were learning through play whilst enhancing their knowledge both in school and at home which improves results and higher achievement. The interactive whiteboard gives lessons a different outlook to the traditional method of chalk and talk as it helps aid visual learners whilst giving opportunity for class discussions and positive behaviour. Using the Interactive whiteboard gives a lot more opportunities for teachers to present their lesson plans, making it more motivating and interesting for the children and helps keep them more focused and interested in what their being taught. It is clear that ICT in schools when used appropriately is a positive resource for both teachers and children and will continue to benefit children’s personalised learning throughout the curriculum. Bibliography Duffy, J.
Anxiety Recovery Centre Victoria, 2013, ‘Anxiety disorders’, www.arcvic.org.au/what-is-anxiety, last viewed 19th May 2013. Brown, K.W, Ryan, R.M, 2003, ‘The benefits of being present: Mindfulness and it’s role in psychological well being’, Journal of personality and social psychology, vol.84. p.822-823. Kabat-Zinn, J, 1994 p.4 ‘Mindfulness meditation for everyday life’, New York, Hyperion. Semple, R.J, Reid, E.F.G, Miller, L, 2005, ‘Treating anxiety with mindfulness: An open trial of mindfulness training for anxious children’, Journal of cognitive psychotherapy: An international quaterly, Vol.