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  • All fields: coaching
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Display: 20

    • 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 #...
    • Page 27

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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...
    • Page 23

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 19 Many decisions need to be made when planning professional development. One of the most important decisions involves the content and intended outcome of the professional learning opportunity. A series...
    • Page 104

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    • No pirates no princesses 99 M: No. I: Talk about wise choice for us. How does that work in the way you teach your children. M: Okay, you know so yeah, I don‘t ever want to say I‘m broke, I don‘t have enough money because that‘s putting yourself in...
    • 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 30

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 26 directly related to RTI as presented by Buffum et al. (2012). The professional development on RTI includes a book study, action plans, reflection, an article study, mentoring, collaborating, coaching,...
    • 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 45

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 41 Methods and Procedures: This study took place in a rural K-6 elementary school in southern Utah. The participants of the study consisted of all 15 general education teachers employed at the school,...
    • Page 4

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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....
    • Page 15

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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...
    • Page 94

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    • TRACK Track Team . . . reached a new peak at the Branch College this year under the able coaching of "Eddie" Peterson . . . Sorority Relays, a dual meet with Dixie, and the Junior College Meet spurred the hoys on . . . truly a team to he proud of ....
    • Page 18

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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...
    • Page 37

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    • DECLARATIVE KNOWLEDGE AND ACCELERATION 35 References Allard, F., Deakin, J., Parker, S., & Rodgers, W. (1993). Declarative knowledge in skilled motor performance: Byproduct or constituent? In J. L. Starkes & F. Allard (Eds.), Cognitive issues in...
    • Page 39

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    • DECLARATIVE KNOWLEDGE AND ACCELERATION 37 Hunter, J. P., Marshall, R. N., & McNair, P. J. (2005). Relationships between ground reaction force impulse and kinematics of sprint-running acceleration. Journal of Applied Biomechanics, 21(1),...
    • Page 67

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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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