Individual, team and racquet athletics Essay Example for Free

Individual, team and racquet athletics Essay Sport contains mainly perceptual motor skills so it is important to select the correct skill for the situation. The process used to select the correct skill is called the information processing system or the DCR process, because we Detect information, Compare it with previous experiences and then react. Welford said that all information is taken in as stimuli through our senses. It is then stored in the short term memory before being sorted, if the stimulus is relevant to the current skill then it is stored in the short term memory where it is compared to previous experiences in the long term memory. Then a decision is made as to what action to take based on this comparison. The action that was performed and the outcome from this action are then stored in the long term memory for future reference. Welfords model is shown below: This model makes a performer react in the way that they do to a situation but there are many factors that can influence what action the performer decides to take. These include; time available, number and intensity of stimuli, experience, anticipation, fitness and motivation of the performer. The effect these factors have on a performer will vary from individual, racquet and team sports. The time that you have available to process the incoming stimuli differs in each sport. For example in rugby, which is externally paced, you have a small amount of time to process the stimuli and make a decision because there are usually many defenders around you. Tennis players also have very little time to react because the ball is usually travelling at a high speed and if they dont make a decision and return the ball they will lose the point. However in golf, an internally paced sport, the player can take as long as they need to make a decision because there are no opponents directly around them. There are three main types of stimuli that enter the sensory input these are; Vision: is where a player will react to a visual stimulus such as the position of the ball or an opponent. These stimuli are easier to detect and react to if the stimulus is brighter. For example in tennis the ball is bright yellow which makes it easier to see. But there are also unwanted stimuli such as ball boys moving or crowd movements these stimuli are obviously irrelevant but they are still initially taken in which slows down the whole process. In an individual sport there are fewer visual stimuli for example in a 100m race the only real visual stimulus is where the finish line is in relation to you. Audition: this is all stimuli that are heard, for example when a team mate calls for the ball in rugby. Auditable stimuli are heard and processed easier and faster if they are loud and clear. There are also irrelevant auditable stimuli such as crowd noise these will slow down the information processing model. Proprioception: this is made up of three components; Equilibrium: this is an awareness of your body position and balance. We can tell if we are about to fall over and where we are in relation to objects. Team sports are more likely to have an uneven playing surface which means that your balance will have to be constantly adjusted as you are running. But in individual and racquet sports the playing surface is fairly constant with the exception of golf, where a stance may have to be altered to adjust to the surface. Kinaesthesis: this is where the body senses the muscle movement and contraction it is sometimes known as muscle memory. It is if the movement feels right to the performer. It is developed through practice and experience one example would be a conversion kick in rugby the player may take there step away from the ball in the same way they usually do but they may just feel that they are not in the right place. It doesnt apply as much in team games as in individual and racquet sports apart from set plays. Tactile sense: this is the feeling of pressure this is important for all sports. It can be affected be the weather conditions because cold weather affects our ability to feel effectively. The short term sensory store is where all information is stored for a split second before it is processed. All relevant and irrelevant information is stored in here before it is replaced and lost. This does not differ between sports only what enters it does. The perception stage is where all the information that has come from the short term sensory store is processed. This is when irrelevant information is thrown away and useful stimuli such as where the ball is, is kept to make a decision and stored in the STM. This will vary between individual, racquet and team sports because of the amount of stimuli. In team sports there are more stimuli so it takes longer to sort through whereas there are relatively small amounts of stimuli in individual sports so it wont take as long to sort them out. It also differs depending upon whether the performer is experienced or not as it will be easier for a expert to sort through the stimuli because they have more experience. We sort through the stimuli with selective attention and take only the important pieces of information because only around 7-10 pieces of information can be stored in the STM. The information passed on from the perception stage is then stored in the STM. Because only 7-10 pieces of information can be stored an experienced player may chunk information together so that the position of all players is one piece, but a beginner may not be able to do this so each player may be a separate piece. Team sports would be much more affected because of the amount of information so not all stimuli can be stored so a poor decision may be made but less poor decisions will be made in an individual or racquet sport because there is less information. The LTM holds information on movement patterns and the results of using them in certain situations and can hold them for a lifetime. Team sports have many memories but individual sports may have less. The decision making process is where whats happening now (in the short term memory) with what has happened previously (in the long term memory). In the LTM the performer will be looking for similar situations and actions and their outcomes. This makes team games decision making process a lot longer because of the vast amount of information and possible actions to take. Whereas in an individual sport there is much less information and less possible actions. The motor output is the performance of the chosen skill. One example may be for a badminton player to put in a drop shot because the opponent is at the back of the court. The action is referred to the muscle movement in the LTM. The action and its consequences are then stored in the long term memory for future reference. Individual sports, because they are individually paced, make them the simplest in the IP model. Also because there are fewer stimuli there is a shorter reaction time which gives the performer more time to carry out the IP model which should result in a better decision. Racquet sports are externally paced due to the fact that there is an opponent; this means that there is less time for the performer to react. There are some irrelevant stimuli which will slow down the IP model which means it takes longer to decide than in an individual sport but not as long as in a team sport because there are fewer possibilities for what action to take. Team sports are externally paced which reduces the time available to react. Also there are much more irrelevant stimuli in team sports, this will lengthen the IP. The IP will also be lengthened due to the complexity of most team games because there are more situations and possible responses to choose from. Bibliography Advanced PE for Edexcel Heinemann by F. Galligan et al.

Baron Haussmann and the redesign of Paris :: Essays Papers

Baron Haussmann and the redesign of Paris During the last half of the 1800’s and the early part of the 1900’s urban population in western Europe made enormous increases. During this period France’s overall population living in cities increased twenty percent, and in Germany the increase was almost thirty percent. This great flow of people into cities created many problems in resource demands and patterns of urban life. These demands created a revolution in sanitation and medicine. Part of this revolution was the redesigning of cities. G.E. Baron Von Haussmann was the genius behind the new plans for the city of Paris. The redesign of Paris was one of the greatest ambitions for Napoleon III. He wanted to create another London, with large parks and open spaces. It also came out of the need for more efficient housing, wider streets to prevent riots and the building of a sewer system to stop the spread of diseases. The master behind Napoleon’s visions was Baron Von Haussmann, prefect of the Seine. He created the Paris we know today with spacious boulevards and beautiful sights. The redevelopment by Napoleon III and Haussmann consisted of three major parts: streets and buildings, parks, and services. The first major problem with the city before reconstruction was that the streets were very narrow and wound endlessly around the city. These narrow streets had been a problem in that for many years they had been the battlegrounds for strikes against the French government. Haussmann and Napoleon sought to change this by widening the streets and give more structure to their flow. Haussmann saw streets as having two main purposes. The first was for a place to simply live, shop, and a place to socialize for the growing middle class. The second was a way to connect main points of the city. The streets provided rapid access from the railway stations, government buildings, central markets, hospitals and entertainment districts. It also linked the central organs of administration and businesses such as fire department riot police, ambulances, and depa rtment store deliveries. This reconstruction of streets could not be done without great demolition of many private buildings. Baron Haussmann and the redesign of Paris :: Essays Papers Baron Haussmann and the redesign of Paris During the last half of the 1800’s and the early part of the 1900’s urban population in western Europe made enormous increases. During this period France’s overall population living in cities increased twenty percent, and in Germany the increase was almost thirty percent. This great flow of people into cities created many problems in resource demands and patterns of urban life. These demands created a revolution in sanitation and medicine. Part of this revolution was the redesigning of cities. G.E. Baron Von Haussmann was the genius behind the new plans for the city of Paris. The redesign of Paris was one of the greatest ambitions for Napoleon III. He wanted to create another London, with large parks and open spaces. It also came out of the need for more efficient housing, wider streets to prevent riots and the building of a sewer system to stop the spread of diseases. The master behind Napoleon’s visions was Baron Von Haussmann, prefect of the Seine. He created the Paris we know today with spacious boulevards and beautiful sights. The redevelopment by Napoleon III and Haussmann consisted of three major parts: streets and buildings, parks, and services. The first major problem with the city before reconstruction was that the streets were very narrow and wound endlessly around the city. These narrow streets had been a problem in that for many years they had been the battlegrounds for strikes against the French government. Haussmann and Napoleon sought to change this by widening the streets and give more structure to their flow. Haussmann saw streets as having two main purposes. The first was for a place to simply live, shop, and a place to socialize for the growing middle class. The second was a way to connect main points of the city. The streets provided rapid access from the railway stations, government buildings, central markets, hospitals and entertainment districts. It also linked the central organs of administration and businesses such as fire department riot police, ambulances, and depa rtment store deliveries. This reconstruction of streets could not be done without great demolition of many private buildings.

Summer assignment

AP Microeconomics Summer Assignment Economics is a way of looking at the world and making rational decisions based on costs and benefits. Wondering how Over the summer, please read the book, Naked Economics: Undressing the Dismal Science, by Charles Wheelan. As you read the book, take notes that will help you answer some important questions and understand economic concepts. Your task is described below. Choose any five concepts discussed and analyzed by Wheelan. (The concepts should be from different chapters in the book.Understanding the examples used in the book, try to relate these concepts to other situations that you might have experienced, or read about in the business/economic news. Create a poster, collage or a scrapbook related to your 5 economic events. Be ready to discuss your work in class. As you read the book, make a list of all the Nobel Prize winners mentioned. Be creative and have fun with the assignment. This assignment is due the first day of class. Enjoy your summ er! or a scrapbook related to your 5 economic events Be ready to discuss your work in Summer Assignment Compare and contrast the government, religion, geography, and economy of the three English colonial regions. Be sure to consider the role of race, gender, and ethnicity. English colonies in America were, for the most part, successful and fruitful, albeit for starkly different reasons. The three regions of New England, the Carolinas and the Chesapeake Bay had different ways of earning their ways, which translated into gaps in culture, religion, and forms of government.The economy in New England was eased off of small food farms owned by families, artisans products, and trade with Native Americans. Consisting of almost singularly Puritans wishing solace from England's corrupt monarchy, the region became a series of small, tight-knit communities which were bound together by their hatred of England. The commonwealth nature of New England brought about elected governors and a modern-style two party government, but created a slightly socialist way of distributing wealth throughout the inte rconnected community.This region contrast heavily with each of the two southern regions, which were much more diverse ethnically and religiously. The Carolinas were filled with all types of European immigrants, treated mostly equally, while the Chesapeake was a refuge for Catholics and a destination for slave labor. Both the Carolinas and the Chesapeake region were based on large plots of land, headed by aristocratic leaders, although the structure differed slightly as the Carolinas fell back onto a pseudo-feudal system while the Chesapeake region had more of a slave-master dynamic.Women had a slightly bigger role In these parts as co-leaders of labor workers. Not surprisingly, the limited and geography of each region dictated what was grown there and consequently the economic systems in each region. The southern, hot, humid, flat, swampy climate gave way to rice and tobacco, grown on hundreds of acres, while the harsh winters of the north limited agriculture to small home farms. Sl avery gained traction in the south as a way to raise profit margins, as landowners eschewed the practice of keeping indentured servants In favor for free labor from â€Å"anonymous. The diversity of the regions was remarkable, although what would be more remarkable to the common eye would be the way they all bound together despite heir differences in the face of a common enemy, the British, in the years to come. And thought? As the beginning of revolutionary thought and action by a unified American people, the Great Awakening left its bigger mark as the sparks of revolt against the British government. The media through which it achieved this were the minds and hearts of Americans.One of the most unifying principles of Awakening thought was that all denominations of Christianity were more or less equal, giving the diverse population of the colonies a sense of belonging in a new land as opposed to the resection of Catholics and other Christian minorities in England at that time. Demo nstrations by otherwise commonly such as Jonathan Edwards reduced the sense of authoritative leadership by the Awakening preachers. This sense of togetherness bound colonists as one.The Awakening also made a change in peoples' values, taking the emphasis ever so slightly off prayer and worship and instead compelling people to appreciate their own self-worth. While this shift was not universally accepted, it had a big enough impact to influence the interests of colonists towards materialism. As people began thinking for themselves instead of eating the Jumbled British church/state govern their lives, they began to see the flaws in the system they were being ruled by. The Great Awakening was the first demonstration of American culture, uniting a people more tightly than any population under the British Empire. Hey should control their own economic, political, and religious destiny? A slew of events and other influences convinced English colonists in the Americas that they be better of f without Britain providing a â€Å"guiding† hand. In the mid to late sass, after incurring war debts from military involvement both in the New World ND in Europe, England began imposing taxes on its colonies, using them as a scapegoat to regain lost funds. These duties seemed unfair and useless to colonists, who did not benefit from the tax, because many Bruits residing in Europe were exempt.The placement of British troops in the colonies to help enforce the taxes further annoyed colonists. This quartering, combined with fickle restrictions on settlement boundaries that prohibited settlement of colonists in thousands of acres of British territory, caused unrest and calls for internal control were heard. Having pirated without much conflict across an ocean from the technical rulers of the colonies, and having established autonomous legislative bodies such as the House of Burgesses resist Parliament, there was no apparent reason to have further governance from such an estrange d leader.Enlightenment beliefs that supported religious tolerance also distanced, and in colonists' minds, elevated the ideals of the soon-to-be Americans over the British norm of strict Protestantism. The amalgamation of these different impetuses drove the colonists to believe they, and only they, should be in control of their destiny moving forward. Why did the events following the French and Indian war separate England from its colonies and serve to unite the colonies? The rift between England and its colonies continued to grow following the Seven Years War, first with the Proclamation line.This limited opportunities for westward expansion, stunting economic growth for those wishing to extend across the Appalachians. Next, a series of acts passed by Parliament whose aim was to recuperate funds lost from the war through duties on the colonies elicited both grumblings and outright protest from citizens, as well as implant with Parliamentary rule, the disobedience was a sign of thin gs to come. Looking to counter with a stronger grip, Parliament passed the Declaratory Act, an aggressive statement saying that Parliament had the right to enforce and put in place any law at any time anywhere in the colonies.Presumably, this did not go over well with the colonists, many of whom came to the colonies to catch a break from the set- in-stone procedures of British life. The first fracture between the two sides most probably was the Boston Massacre, and its effect is prominent in the modern opinions of the event. In America, we see the Massacre as ruthless murder, while in England the killings were Just subjugation of rowdy protestors. The entire colonial system now had a common enemy.Once Parliament took over even more power in the colonies by handling the pay of Massachusetts officials, which sent of cries of despotism through the colonial population, the collective colonial disgust for Britain showed itself through the Boston Tea Party in allegory of the war soon to c ome that would change the face of the planet until today. Chapter 6: Analyze how the American people made the shift from separating from an imperial system to creation of a republican form of government. The announcement of American revolution prompted formation of new governments to control the people and fulfill the dream of true independence from Britain.Extricating the colonies from political influence from England was a task eagerly performed by civilians, who, at the sound of the word â€Å"independence,† took to the streets to level statues of British authority. While freeing America from European influence was largely achieved by war, the Continental Congress that had drafted our nation's founding documents took to the more daunting task of setting up a government for he newest nation backed by a republican ideology. In the interim, questioning â€Å"what it meant to be no longer English, but American,*† the people of America felt lost and without identity.Ther e were basic principles the people desired in the United States, freest of countries, such as the eradication of hierarchical protection for members of the government. Guided by these basic necessities for legislature and society as a whole, state constitutions reflected more accurately the many identities of America in each state. One differentiating factor between states was the level of democracy; hill it was important for commoners to have oversight of the government, states like Pennsylvania were chided for perhaps giving the people too much power.As time went on, these procedures were whittled closer to the Massachusetts template of building a constitution, in which the people had the final say. The US Constitution followed much of the same principles as the states', confirming the republican equality of all citizens (read white landowning men). As young America began to find states. Evaluate the key differences between the Pennsylvania and Massachusetts State Constitutions. A fter independence was achieved, there was a clear consensus in the United States that the nation was to be free, and a democracy.However, the degree to which democracy was implemented was up to each individual state. An excellent paragon of different interpretations of democracy is seen when the state constitutions of Pennsylvania and Massachusetts are put side by side. In the northeastern Massachusetts, where communities were tightly bound together, the freedom was given to the people, who reviewed and approved or disapproved of a working constitution at a special convention. The overall fate of the state was left in the hands f the citizens rather than a few elected officials; they had the final say.Furthermore, Massachusetts residents were sure to put boundaries on what legislators could do, such as delegating the tasks of budget control and appointment of certain officials to an assembly of normal citizens. In Pennsylvania, however, republicanism was interpreted as a super-democ ratic state of being, where every white, taxpaying male had an equal say, and could contribute to debates on key topics. While there was Just a single legislative house, its constituents could be changed yearly.These two points attracted raised eyebrows and had other states question Pennsylvania long-term viability with the potential for such an unstable system of government. To boot, property was nearly redistributed to compensate for the danger of â€Å"an enormous proportion of property vested in a few individuals† endangering the common happiness and rights of the citizens. It seemed as if Pennsylvania was willing to resort to economic socialism to preserve political democracy. The popularizing nature of these propositions divided the state, whereas in Massachusetts, the best interests of all citizens were kept in mind to avoid conflict.

Using Más in Spanish as an Adverb, Noun, or Pronoun

Mà ¡s is the word most commonly used in Spanish as the equivalent of more and sometimes most. It typically functions as an adverb but sometimes as an adjective or pronoun. Here is a guide to its usage: Using Mà ¡s to Mean ‘More’ or ‘Most’ In its most simple use, mà ¡s can come before an adjective or adverb to mean more or most, depending on the context. In the same way, mà ¡s is often the equivalent of the English suffix -er or -est.  ¿Cuà ¡l es el idioma mà ¡s fà ¡cil para aprender? (What is the easiest language to learn?)Es mà ¡s difà ­cil vivir en el à ©xito. (It is more difficult to live with success.) ¿Si me baà ±o en cloro serà © mà ¡s blanco? (If I bathe in chlorine, will I be whiter?)La propulsià ³n warp de Star Trek se usa para viajar mà ¡s rà ¡pido que la luz. (Star Treks warp propulsion is used to travel faster than light.)El monte Fujiyama es conocido como la mà ¡s hermosa montaà ±a en la Tierra. (Mount Fujiyama is known as the most beautiful mountain on Earth.) When it comes before a noun, mà ¡s can function as a masculine or feminine adjective and also be translated as more. Its use as an adjective to mean most is possible but uncommon. Hay mà ¡s felicidad en dar que en recibir. (There is more happiness in giving than in receiving.)Puedes enviar una invitacià ³n por correo electrà ³nico a dos o mà ¡s personas a la vez. (You can send an invitation by email to two or more people at a time.) ¿Causa la contaminacià ³n del aire mà ¡s muertes extra al aà ±o que el tabaco? (Does air pollution cause more additional deaths each year than tobacco?) Mà ¡s can also function as a pronoun in the same way where it substitutes for mà ¡s noun: Tengo mà ¡s que tà º. (I have more than you.)Compramos mà ¡s cuando tenemos hambre. (We are buying more when we are hungry.)Lo mà ¡s que puedes lograr es ser nà ºmero dos. (The most you can accomplish is to be number two.) Mà ¡s Que vs. Mà ¡s De The phrase more than is nearly always translated as mà ¡s de or mà ¡s que. However, the two phrases are used in different ways, arent interchangeable, and should not be confused with each other. Mà ¡s de is used with numbers and quantities: Las olas, de mà ¡s de siete metros de altura, hicieron estragos. (The waves, more than 7 meters high, created havoc.)Habà ­a mà ¡s de un mil espectadores. (There were more than 1,000 spectators.)Es importante beber mà ¡s de dos litros de agua al dà ­a. (It is important to drink more than two liters of water per day.) Mà ¡s que is used otherwise. As in the second example below, an adjective or adverb can come between the mà ¡s and the que. Hoy te amo mà ¡s que ayer. (I love you more today than yesterday.)La paz es mà ¡s difà ­cil que la guerra. (Peace is more difficult than war.)Somos mucho mà ¡s que amigos. (We are much more than friends.) Using Mà ¡s With Verbs Although mà ¡s is often translated as more when used as an adverb following a verb, often it is better to let the context suggest a different translation:  ¡No puedo vivir mà ¡s con mis padres! (I cant live any longer with my parents!)Pienso mà ¡s cuando no hay distracciones. (I think better when there arent any distractions.)Esta pilas recargables duran mà ¡s. (These rechargeable batteries last longer.) Using Mà ¡s in Arithmetic In mathematical formulas, mà ¡s is the equivalent of plus: Dos mà ¡s dos es igual a cuatro. (Two plus two equals four.)La suma de cero mà ¡s cualquier nà ºmero da dicho nà ºmero. (The sum of zero plus any number gives that number.) Mà ¡s vs. Mas Mà ¡s should not be confused with mas, even though the two words sound alike and come from the same origin. Mas is a preposition meaning but. You wont hear it used very often—mas has a mostly literary use and in real life the word choice for but is pero. Centuries ago, mà ¡s and mas started out as the same word, with the former eventually getting the accent because it would get the stress as its more and but meanings diverged. Key Takeaways Mà ¡s is usually used as an adverb to mean more or most.Mà ¡s can also be used as an adjective or pronoun meaning more.Mà ¡s and mas are not the same word; the latter is a literary word meaning but.