1.Attention and Consciousness. This chapter was all about how we process the information and world around us (attention) and how we act based on that information (consciousness). The images and perceptions that are taken in through a multitude of sensory intakes are processes by our brain and how we deal with these images, thougths, and perceptions is our conscious.
2. I felt more comfortable with the correlation of this chapter then I did with chapter 1 and chapter 2. The attention processes falls right in line with visual and auditory recognition. This chapter goes into more depth on the processes used to obtain visual and auditory information and then what we do with it.
3. For perception and consciousness I actually get. It could be because I was discussion leader this week and I have had more time to see different points of view and have had to facilitate further discussion on it.
4. I have found that the attention processes are huge when coaching, especially in in-game situation. There are many times during time-outs when I have limited time to pass on a message I will have 5 players coming out of the huddle hearing 5 different things. Last night in a one-point game I drew up a play and 3 people came out of the huddle and did the wrong thing. I believe that they were a victim of divided attention. They were trying to catch their breath, get someone to get them some water, and listen to what I was saying while drawing a diagram. When I write that out it seems like a lot, but during the game it just happened. Me using divided, some in my huddle used selective, and others.....I just don't know. LOL!!
5. The multi-tasking was enough to catch me. The author uses a lot of examples of everyday things. The examples of the car phone, the phone on one ear while listening to another conversation (dichotic), and more when describing our consciousness. Another thing that was a good example was the white bear in thought suppression.
6.Is this type of knowledge important? Yes, I believe that it is important to know especially when dealing with students. We as educators have to understand that students today take in information in many different ways. Some learn through selective attention while others may be able to multi-task and use divided. Another thing I learned is that how we take in information helps how we percieve things and those perceptions are played out through our conscious.
7.I try and apply this at basketball practice and games. I have found it hard to keep my girls focused during games for long periods of time. One thing I have done though is mentally chart how most of them take in information. I watch for eye movement, for signs that they are easily taken off task by someone in the stands or perhaps the perception that I am upset or disappointed (this is a big one). It is hard to say what kind of circumstances would each student need because attention processes are individualized to each person. I would say that this generation is a lot more in tuned to using divided attention due to the advancement of technology, but there is not set criteria.
8. I don't believe that question 8 applies.
Thursday, January 29, 2009
Thursday, January 22, 2009
We are coming off a loss in East St. Louis where after my first time out--I explained the definition of perception-and how it plays a major role in how we play on the road.
1. This reading can be summarized into two sections, the visual and the audio. Both have to deal with how we perceive objects,places, people, and events. How ever each one has it's own characteristics and triggers different cognitive responses. No one response will be alike between people because it is based on previous knowledge and experiences.
2. I am taking this class and applying it to my coaching. So what this chapter adds to the previous (the introduction) is still unclear because I took chapter one for what it was, an intro. One thing that did correlate was the multi-media chart. Reading the chart helped me get a better grasp of the different skill sets (visual and audio recognition).
3. I am still not quite sure I fully get the skill set question on the discussion questions. I understand what they are saying, but when I try and work it out to an applicable situation I find it hard. Using the chart, which was after the skill set question helped, but its still a little murky for me.
4. I explained in the discussion questions (face recognition) and personalization are two very huge things in coaching. To make sure that there is optimal attention for learning face recognition is required. In addition to that the use of personalization (though in the reading it was termed for multi-media use) I believe that this is what engages the student or player to become receptive to what it is I am trying to teach. Tonight, I purposely didn't give my normal smiling feel good pep talk to see if there was let down in performance based on the lack of personalization--and there was!
5. Yes, I believe that the offer makes good points about visualization. Do I believe them? Yes, I do. One example is the inattentional blindess. The theory states that when we pay attention to some scene and object may appear and we not notice it. Tonight with 11 seconds to go, we were passing the ball around running out the clock when one player got it and just threw it because that was had been happening, what she didn't notice that this time an opposing player jump into the scene and my player threw the ball right to her. That was proof enough for me!!!
6. It shows that when we become accustomed to something in some formation or style, we can overload our top down processes and not notice that the formation or style has changed. This happens all the time in the sports world. It just helps prove that all though the brain is a high functioning organ, it can become a victim of prediction also.
7.In my girls, you see this anytime that they get into a stressful situation. A couple of negative things may have changed momentum, it may have gotten more physical, or even something simple like not listening. The author states our perceptions are based on knowledge and experience- my girls knowledge is limited and their experience is formed around years and years of losing. This makes it hard for the to understand the concept of and eventually winning games.
8. Not quite sure what they are asking-- I would say to avoid this problem in visual object recognition one would have to train the brain and the eye. You would have to understand how you think and that you would have to be aware of the fact that other objects may appear and it is possible you don't always recognize them. This only comes from time and experience....so it seems there is no quick fix to this.
1. This reading can be summarized into two sections, the visual and the audio. Both have to deal with how we perceive objects,places, people, and events. How ever each one has it's own characteristics and triggers different cognitive responses. No one response will be alike between people because it is based on previous knowledge and experiences.
2. I am taking this class and applying it to my coaching. So what this chapter adds to the previous (the introduction) is still unclear because I took chapter one for what it was, an intro. One thing that did correlate was the multi-media chart. Reading the chart helped me get a better grasp of the different skill sets (visual and audio recognition).
3. I am still not quite sure I fully get the skill set question on the discussion questions. I understand what they are saying, but when I try and work it out to an applicable situation I find it hard. Using the chart, which was after the skill set question helped, but its still a little murky for me.
4. I explained in the discussion questions (face recognition) and personalization are two very huge things in coaching. To make sure that there is optimal attention for learning face recognition is required. In addition to that the use of personalization (though in the reading it was termed for multi-media use) I believe that this is what engages the student or player to become receptive to what it is I am trying to teach. Tonight, I purposely didn't give my normal smiling feel good pep talk to see if there was let down in performance based on the lack of personalization--and there was!
5. Yes, I believe that the offer makes good points about visualization. Do I believe them? Yes, I do. One example is the inattentional blindess. The theory states that when we pay attention to some scene and object may appear and we not notice it. Tonight with 11 seconds to go, we were passing the ball around running out the clock when one player got it and just threw it because that was had been happening, what she didn't notice that this time an opposing player jump into the scene and my player threw the ball right to her. That was proof enough for me!!!
6. It shows that when we become accustomed to something in some formation or style, we can overload our top down processes and not notice that the formation or style has changed. This happens all the time in the sports world. It just helps prove that all though the brain is a high functioning organ, it can become a victim of prediction also.
7.In my girls, you see this anytime that they get into a stressful situation. A couple of negative things may have changed momentum, it may have gotten more physical, or even something simple like not listening. The author states our perceptions are based on knowledge and experience- my girls knowledge is limited and their experience is formed around years and years of losing. This makes it hard for the to understand the concept of and eventually winning games.
8. Not quite sure what they are asking-- I would say to avoid this problem in visual object recognition one would have to train the brain and the eye. You would have to understand how you think and that you would have to be aware of the fact that other objects may appear and it is possible you don't always recognize them. This only comes from time and experience....so it seems there is no quick fix to this.
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