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  • All fields: coaching
(87 results)



Display: 20

    • Page 21

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    • 16 lasting and effective. Time becomes one of the most important factors when evaluating organizational support; allowances and accommodations must be made to provide teachers appropriate time to utilize learned skills to their fullest potential...
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    • 2 4 knowledge of words. The test is administered like a typical spelling test, the words ordered by their level of difficulty. After students have taken the test, teachers use the spelling feature guide to score the test. This feature guide scores...
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    • ! 20! Matt Richtel, writer for the New York Times, shared competing views on competition in his column. He cites an American Psychological Association publication, the Psychological Bulletin, which compares hundreds of research papers on the...
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    • ! 21! what we undertake and (3) feel autonomous in our actions. The researchers specify that autonomy doesn’t necessarily mean independence, an athlete can allow a coach to make decisions for them but the athlete chooses to follow those choices....
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    • 4 Collaborative methods: Students working with a teacher and other students to earn credit. Researcher Qualifications The researcher was a graduate student in the Master of Education program at Southern Utah University. She obtained her bachelor’s...
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    • 63 beings living within the walls of houses, trying to stay hidden from the larger human surrounding them. These tiny creatures survived by borrowing items from humans. The participants began reveling in the excitement and possibility that tiny...
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    • ! 7! theatre pieces for these events. They include strategies in casting, selecting scripts and coaching actors (Southern Theatre, 2003). These contests provide actors, directors, designers and playwrights numerous opportunities. As an example of...
    • Page 89

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    • 85! sometimes unjust loss, but show the students that we can take our losses with dignity and grace, and that shows more character than the trophy. NO PURPOSE, NO GOAL. Students need a "carrot" to keep them engaged. So do teachers and...
    • Page 93

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    • 89! more of a team effort rather than just one or two kids working by themselves. That way more kids get the experience of prepping a piece for competition, and more kids feel a part of the whole experience. And they feel more like a team rather...
    • Page 94

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    • 90! 1. Give them individual coaching time as we discuss what they think their weaknesses are. 2. to listen carefully and take in what people say without letting their critiques sway our performance 3. practice to all types of people 4. practice in...
    • Page 97

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    • ! 93! we will be, what the day looks like, how the process works. What the judging sheets look like. What they will be judged in/on. What is a "winner" at the competition. 1st 2nd, 3rd, versus sweepstakes. 2-Have them pick a piece them self to...
    • Page 59

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    • Appendix D – Survey Demographics SUU Affiliation Answer Response % 1 SUU Student Collegiate Athlete 27 7% 2 SUU Student - Non-Collegiate Athlete 280 69% 3 Athletics Department Staff 9 2% 4 Coaching Staff 10 2% 5 Other 78 19% Total 404 100% Gender #...
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    • CWSW 50 Each classroom was set up with a projector and pull down screen. All this, plus a computer with access to Microsoft office suite, was made available. These simple but important devices made the workshop run smoother than I was expecting. I...
    • Page 54

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    • CWSW 54 had the most impact on me was "resumes and interviewing has always made me cringe. It feels more like a chore and a hassle. But Mr. Holyoak did a good job in presenting it in a fun way that can benefit you tremendously in the long run." I...
    • Page 57

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    • CWSW 57 Also, for those who were not employed the struggle to become employed, I felt, did not produce a sufficient element of duress that would drive them to seek coaching through a workshop. I would like to give the workshop to those individuals...
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    • DECLARATIVE KNOWLEDGE AND ACCELERATION 13 as the training wheels are no longer useful to a skilled cyclist (Dreyfus, 2005). The following paragraphs will oppose this view. However, even if Dreyfus’ view was accurate, knowledge is still required to...
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    • DECLARATIVE KNOWLEDGE AND ACCELERATION 16 According to Ericsson et al., deliberate practice is intentional, highly goal-directed practice in which individuals practice skills repeatedly before moving to different skills. Practice is systematic and...
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    • DECLARATIVE KNOWLEDGE AND ACCELERATION 2 Abstract Running speed is a major factor in many team sports. Three aspects of speed are acceleration, change of direction, and maximum velocity, with acceleration being used most in many team sports....

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