AL 3490 Midterm 1

1) Will the student understand what I say? 2) How many coaching points will the students be able to take in? 3) How are the students likely to react in this situation?

True

Promote learning

1) Education 2) Socialization 3) Military preparedness

False

1) Supportive and approachable teacher/ coach 2) Highly motivated teacher/ coach

1) A teacher/coach purposefully explains to students what is going to be taught B) A teacher/coach reinforces what the students learned C) A coach enhances academic achievement and other important outcomes such as the promotion of good citizenship and healthy lifestyles

False

working hard, using appropriate language, modeling exemplary sportsmanship at all times, modeling a healthy lifestyle

1) Interscholastic athletics should be a part of the educational mission of the school 2) A coach is the most influential person in the lives of many students 3) It is important to be professional in all aspects of your coaching 4) The coach has a responsibility maximize the physical, social, personal, and psychological development and competitive success of his or her students

True

1) teacher/coaches 2) Parents

a) Understanding the educational mission of athletics in our schools b) Identifying the values which define you as a person c) determining where winning fits in your coaching philosophy d) determining whether your values are consistent with the mission and purpose of interscholastic athletics e) engaging in self-awareness as it relates to what others think of you and what you think about yourself

Student-centered

True

True

True

Coach playing experience

False

Correct Answer: True

A) Learning objectives are clearly stated and integrated into the experience, B) Learning is purposefully planned C) Personal responsibility and accountability is stressed D) Teachable moments are used to promote the development of each student

Ability and maturity

Considering students at the interscholastic level just smaller versions of college and professional athletes

Correct Answer: True

1800s

Correct Answer: B) Following a loss, a teacher/coach explains the importance of losing with dignity and encourages the students to face their adversity.

A) Promotion of learning, citizenship, sportsmanship, healthy lifestyle and life skills

The teacher/coach shall be aware that he or she has a tremendous influence, for either good or ill, on the education of the student-athlete and, thus, shall never place the value of winning above the value of instilling the highest ideals of character

Enhance students' self-esteem

A) Being punctual and well-groomed,C) Working hard,E) Maintaining appropriate relationships with students, parents and coaching colleagues

Identify your defining values, explore how your values are consistent with the mission and purpose of interscholastic athletics and the athletics mission in your school, and explore the role of winning.

True

During the preseason

During the offseason

Preparation, Time Management, Programming

True

Age Eligibility

True

True

Of poor student conditioning

Protect all confidential information in your possession, including educational records, health information and basic contact information of the students

Duty to teach properly

In the case of life threatening injuries, administer first aid to the injured athlete.,B) Personally call or have someone call emergency medical personnel.,C) Notify parents/guardians promptly when emergency care is needed

A) Fundamental alteration of a program,B) Undue administrative burden,C) Excessive cost

A) Evaluation and selection process,B) Expectations and time commitment,C) Team rules

Transfer/residency

Board of education

False

False

Identify equipment in need of repair and have you or another coach fix it

False

During the preseason

The student did not complete the teacher/coach's conditioning program and was therefore not capable of meeting the physical challenges of the sport

A) Preparation,B) Legal Responsibilities,D) Time Management

Being the perceived source of one's own behavior

Provide opportunities for choice in all aspects of training and competition

True

Be professional, non-sexist, inclusive, and use age-appropriate language

Creating an effective message,Delivering an effective message,Being skilled at receiving message

Augmented

It is an appropriate use of feedback for punishment because it has the goal of suppressing unsporting or irresponsible behavior.

I want to have good amplitude on each jump and stick the dismount on my beam routine at conference in three weeks

True

A) Write goals down,C) Set daily goals both for practice and competition,E) Set short-term, intermediate-term and long-term goals

Past performance

"If she can do it, I can do it"

True

Performance progressively increases as arousal increases to a point and then as arousal continues to increase performance decreases.

Develop pre-performance routines,Develop a routine for when a mistake occurs,Develop trigger words to stay in the moment and focus,Develop relaxation strategies

Have students compile a list of their major distractions and help them understand what relevant information they should focus on during training and competition. 2) Develop trigger words to help stay in the moment and focus

Have students engage in a self-awareness assessment to understand the characteristics of their athletic task and themselves (personality, ability, anxiety level), then guide them to either increase or decrease their arousal to optimize performance.

Augmented

The task itself and the individual performing the task

Performance

Provide positive feedback, when and where appropriate, and look to optimize the development of a student's ability

Provide challenging drills that help him improve his skills.,Encourage him to focus on personal improvement

An easy week, followed by medium/hard week, followed by the hardest week

10 to 15 minutes of low intensity activities,Static and dynamic stretching

False

Recognize that a short adjustment period may be necessary for an athlete who has had a significant growth spurt as he/she becomes accustomed to bodily changes.

Can produce feminine side effects in boys.,Can produce masculine side effects in girls.,Can close growth plates in bones stopping further increases in height.

Males, on average, begin their growth spurts around the age of 12, reach their peak height velocity by age 14 and taper off by age 16.,Females, on average, begin their growth spurts around age 10, reach their peak height velocity at 12, and taper off by age 14.

3 to 4 hours

30 minutes

True

False

55 to 65%

Impaired cognition and dyscoordination,Passing out or seizures,Muscle cramps

Thirst, headache, premature fatigue,Nausea, irritability, muscle cramps,Weakness, goose bumps

Stimulants, Anabolic Steroids, and Blood Doping

Rest, Ice, Compression. Elevation

Examining their urine and if it looks like apple juice they are dehydrated

Encourage students to get appropriate levels of carbohydrates, iron, and calcium

Rest the injured area by not using the injured part in ways recommended by a medical professional.

With little rest between repetitions, fatigue will place increased stress on the ability of the student to execute the desired technique correctly, but it will also stimulate energy replenishing mechanisms.

16 to 20 ounces

Developing a motor program for the technique being performed.

Structure practice sessions to enhance technical/tactical development and learning

Auditory, Visual, Kinesthetic

1) Rebounding (Open) 2) Shortstop executing a double play (Open) 3) Tennis Serve (closed) 4) Swimming start (closed) 5) Single-leg take-down wrestling (open) 6) Shot put (closed)

The techniques being learned are high in interdependence

Observe, Ask, Listen, Assess, Feedback

Closely observe students and evaluate whether students are making the "right choice" at the "right time" in the "right place".,Help students become aware of what they do by asking questions.,Assess whether an issue is actually tactical or whether the student does not have the physiological or technical skill to be able to execute the tactical decision

Select the specific behavior to be tracked throughout the season.

Focus on observing and analyzing the game. Reflect on what to say and allow students to play.,Deliver appropriately timed, specific feedback containing relevant cues.,Support and encourage task-involving behaviors such as effort and performance improvement.

Evaluate whether the program achieved its stated learning objectives and goals.,Determine how successful you were in teaching specific sport skills, sportsmanship, citizenship, a healthy lifestyle, and various life skills.,Be proactive in identifying areas of concern and use this opportunity to make changes and enhance your program.,Collect information from all stakeholders including your athletic director, students, and parents/guardians.

Focus on the general idea of how to execute a technique and provide feedback after every success.

When the conditions under which the skill is executed do not change.,When students are just starting to learn the skill

Closely observe students and evaluate whether students are making the "right choice" at the "right time" in the "right place".

Interdependence and complexity

Be brief and use the time to reinforce what you have been coaching all week or all season.,Help students focus on what is important.,Offer positive encouragement and reinforce the game plan that the student or team has worked on all week.

Develop a list of activities and behaviors vital to development and performance and then on a weekly basis have students rate themselves on each activity/behavior. Meet with students to discuss their progress.

emphasizing hard work, improvement, and challenge.