Dear All, SOME TIPS FOR THE FINAL EXAM. 1. THERE WILL BE NO QUESTIONS ON ATHLETICS!!!!! (Horrreeee !!!!

SHORT AND STRUCTURED QUESTIONS 1. $. Ne"#all Foo"#all

ESSA% T%PES QUESTIONS. 1. Re&rea"'o( (I("ro)*&"'o(, Sa+e" , Mo"',a"'o( - P*#l'& Rela"'o(!.

ALL THE BEST .U%S!!!!!

CHAPTER 1 SPORT NETBALL

LEARNING OUTCOMES When you complete this module will be ble to!

1.0 Introduction

E"pl in nd desc#ibe the b sic $ me o% netb ll &e ble 'now how to pl y netb ll

&e ble to 'now the #ules o% the spo#ts

Netball

is

wonderful game that gives us all a great deal of satisfaction and pleasure. It is a simple game, players throw, they catch and they move. Netball is about doing the simple things well, over and over again, every time. At the end of the match it is the team who makes the least amount of unforced errors who will succeed. Champions are just that because

they make fewer errors than their opponents do. They are more consistent in everything they do. They have the ability to consistently play with minimal errors in their game. 1.1 The Game
Ne"#all '/ a 0a1e "2a" '/ #a/e) o( r*(('(0, 3*14'(0, "2ro5'(0 a() &a"&2'(0. T2e 4la er/ o+ "2e 0a1e 5or6 ,er 2ar) o( e()*ra(&e, /4ee) a() a0'l'" . I" '/ a (o(7&o("a&" /4or" a() (o 4la er 1a &o1e '("o 4er/o(al &o("a&" 5'"2 a( o44o(e(" e,e( '+ '" '/ a&&')e("al. T2e o#3e&"',e o+ a (e"#all "ea1 '/ "o /&ore 1ore 0oal/ "2a( "2e o44o/'"'o(. A 0oal '/ /&ore) "2ro*02 a /*&&e//+*l /2o" '("o "2e o44o(e("/ 2oo4. T2e "ea1 52'&2 /&ore/ "2e 1o/" 0oal/ 5'(/ "2e 1a"&2. A 0a1e '/ */*all 4la e) '("o +o*r 18 1'(*"e/ /e01e("/ &alle) 9*ar"er/. A" "2e e() o+ ea&2 9*ar"er "2e "ea1/ &2a(0e /2oo"'(0 e()/. T2e 0a1e /"ar"/ 5'"2 a &e("er 4a//, a() &e("er 4a//e/ &2a(0e a+"er ea&2 0oal '/ /&ore). All /2o"/ 1*/" #e "a6e( +ro1 5'"2'( "2e 0oal7&'r&le, 52'&2 '/ "2e /e1'7&'r&*lar area aro*() "2e 0oal 4o/". T2e 0a1e '/ 1a(a0e) # $ *14're/, 52o/e 4re)o1'(a(" role '/ "o e(+or&e "2e r*le/ o+ "2e /4or". U14're/ */e a 52'/"le "o 0a'( a""e("'o( a() ,er#al a() 2a() /'0(al/ "o &o11*('&a"e 5'"2 "2e 4la er/.

1.

The Net!a"" Court

Ne"#all '/ 4la e) o( a &o*r" (e'"2er 2ar) or /o+"! 52'&2 '/ :;.8 1e"re/ '( le(0"2 a() 18.$8 1e"re/ 5')e. T2e &o*r" '/ )',')e) '("o "2ree e9*al 4ar"/ 7 a &e("re "2'r) a() "5o 0oal "2'r)/, 5'"2 4la er/ o(l #e'(0 4er1'""e) "o e("er 4ar"'&*lar <o(e/ )e4e()'(0 o( "2e'r 4o/'"'o(. T2e 0oal &'r&le/ 2a,e a ra)'*/ o+ =.>1.T2ere '/ a 0oal4o/" a" e'"2er e() o+ "2e &o*r", 5'"2 a 2oo4 4o/'"'o(e) :.;8 1e"re/ o++ "2e 0ro*() a() "2e 1e"al r'(0 2a/ a( '("er(al )'a1e"er o+ :?;11. T2e #all */e) '( (e"#all '/ /'<e 8.

1.#

The Po$ition and Re$%on$i!i"itie$

A (e"#all "ea1 '/ 1a)e *4 o+ @ 4la er/. Ea&2 4la er 2a/ a (o1'(a"e) 4o/'"'o( a() role, a() 1a o(l #e 4er1'""e) '("o &er"a'( area/ o+ "2e &o*r". I+ a 4la er e("er/ a <o(e 52'&2 "2e are re/"r'&"e) +ro1 "2e( "2e are )ee1e) Ao++/')eA. The position and

responsibilities of the netballers can be divided into, the attacker and the defender. The attacker included center, wing attack, goal attack, and goal shooter while the defenders include center, wing defense, goal defense and the goal keeper.

Po$ition

&e$cri%tion 'Re$%on$i!i"itie$(

P"a) A*ain$t

Center 'C(

as to be very fit as the role of attacking and defending The center is the player that starts the game when it!s their teams turn to throw the ball. The center stands in the small circle in the middle of the netball court. Allowed everywhere e"cept the semi circle C

Goa" Shooter 'GS(

The main shooter with the role of to get the ball into the hoop and score points Allowed in attacking third and semi circle G+

Goa" Attac, 'GA(

The goal attack goes on attack and either feeds the ball into the goal circle to the shooter, and can also shoot the ball into the hoop. G&

Allowed in center third, attacking third and semi circle

Goa" +ee%er 'G+(

#eep the goal shooter from getting the ball The main role is to block of shots from the other team Allowed in attacking third and semi circle GS

Goa" &e-en$e

Try to prevent the opposition from getting

'G&(

the ball into the goal circle Are on the defense, ensuring the opposing team!s shooters can!t get a shot at the goal. Allowed in center third, attacking third and semi circle GA

.in* Attac, '.A(

The wing attack helps with the feeding of the ball into the goal circle to the shooters Allowed in center third and attacking third .&

.in* &e-en$e '.&(

$ain role is to defend the ball from getting into the opponents semi circle so they can!t score. .A

Allowed in center third and defending third.

1./

Ba$ic Ru"e$ o- Net!a"" &uration o- the Game

Ne"#all '/ 4la e) o,er +o*r 18 1'(*"e 9*ar"er/. T2ere '/ a : 1'(*"e #rea6 #e"5ee( "2e +'r/" a() /e&o() 9*ar"er a() "2e "2'r) a() +o*r"2 9*ar"er/. T2e 2al+ "'1e #rea6 '/ 8 1'(*"e/. I(3*r "'1e '/ *4 "o $ 1'(*"e/.

Startin* the Game

T2e 0a1e &o11e(&e/ a() '/ re/"ar"e) a+"er ea&2 0oal '/ /&ore) a() a" "2e #e0'(('(0 o+ ea&2 9*ar"er # a &e("re 4a// "a6e( al"er(a"',el # "2e "5o &e("re/,

'rre/4e&"',e o+ 52o /&ore/ "2e 0oal. T2e *14're/ 52'/"le '()'&a"e/ "2e #e0'(('(0 a() e() o+ ea&2 9*ar"er.

Scorin* a Goa"
A 0oal '/ /&ore) 52e( a .oal S2oo"er or .oal A""a&6 5'"2 (o &o("a&" 5'"2 "2e 0ro*() o*"/')e "2e &'r&le "2ro5/ "2e #all &o14le"el "2ro*02 "2e 0oal r'(0. T2e *14're/ 52'/"le /'0(al/ "2e 0oal '/ /&ore) Tea1 C2a(0e/ a() S*#/"'"*"'o(/ 7 A "ea1 1a 1a6e a( (*1#er o+ /*#/"'"*"'o(/ a" "2e 9*ar"er, 2al+ or "2ree 9*ar"er "'1e #rea6 a/ 5ell a/ )*r'(0 a /"o44a0e )*e "o '(3*r or 'll(e//. I+ a /*#/"'"*"'o( or "ea1 &2a(0e '/ 1a)e )*e "o '(3*r or 'll(e// "2e '(3*re) or 'll 4la er 1*/" #e '(,ol,e) '( "2e /*#/"'"*"'o( or 4o/'"'o(al &2a(0e.

Contact
A 4la er &a((o" a&&')e("all or )el'#era"el &o1e '("o &o("a&" 5'"2 a(o"2er 4la er '( a 5a 52'&2 '14e)e/ "2e'r 4la . For eBa14le, 4*/2'(0, &2ar0'(0, "r'44'(0, "2ro5'(0 "2e #o) a0a'(/" a( o44o(e(" or */'(0 "2e #all "o 4*/2 or &o("a&" a( o44o(e(". Pla er/ 1*/" (o" 2ol) a( o44o(e(", (or 6ee4 "2e'r el#o5/ a0a'(/" a(o"2er 4la er.

O!$truction
A 4la er 5'"2 ar1/ eB"e()e) &a((o" )e+e() &lo/er "2a( ;.> 1e"er/ (: +ee"!. T2'/ )'/"a(&e '/ 1ea/*re) +ro1 "2e +'r/" la()e) +oo" o+ "2e a""a&6'(0 4la er "o "2e (earer +oo" o+ "2e )e+e()'(0 4la er. A 4la er 1a /"a() &lo/er "o a( o44o(e(" 4ro,')e) "2e'r ar1/ are (o" eB"e()e). I+ "2e a""a&6'(0 4la er le//o(/ "2e )'/"a(&e '( "2e'r "2ro5'(0 or /2oo"'(0 a&"'o(, "2e( "2e )e+e()'(0 4la er '/ (o" &o(/')ere) "o #e o#/"r*&"'(0 #e&a*/e '" 5a/ "2e a""a&6'(0 4la er a() (o" "2e )e+e()'(0 4la er 52o /2or"e(e) "2e )'/"a(&e. A 4la er 1*/" (o" */e '("'1')a"'(0 a&"'o(/ a0a'(/" a( o44o(e(" 5'"2 or 5'"2o*" "2e #all.

He"d !a""
A 4la er 1*/" 4a// "2e #all or /2oo" +or 0oal, 5'"2'( "2ree /e&o().

O0er a Third
T2e #all &a((o" #e "2ro5( o,er a &o14le"e "2'r) 5'"2o*" #e'(0 "o*&2e) # a 4la er '( "2a" "2'r). T2e 4a// '/ "a6e( +ro1 "2e "2'r) 52ere "2e 4la er 0a'(e) 4o//e//'o(. I" )oe/ (o" 1a""er '+ "2e /"e4 '("o a( a)3a&e(" "2'r) "o "2ro5. A +ree 4a// '/ "a6e( 52ere "2e #all &ro//e) "2e /e&o() "ra(/,er/e l'(e.

O--$ide
Pla er/ 1*/" /"a 5'"2'( "2e'r )e/'0(a"e) 4la '(0 area/. A 4la er 1a rea&2 o,er a() "a6e "2e #all +ro1 a( o++/')e area 4ro,')e) "2a" (o 4ar" o+ "2e'r #o) "o*&2e/ "2e 0ro*() '( "2a" area. W2e( "5o o44o/'(0 4la er/ 0o o++/')e #*" (e'"2er "o*&2e/ "2e #all, "2ere are (o" 4e(al'<e) I+ o(e or #o"2 4la er/ are '( 4o//e//'o( o+ "2e #all 52e( "2e 0o o++/')e, a "o// *4 '/ 0',e( '( "2e'r area o+ 4la .

Out o- Court
W2e( "2e #all 0oe/ o*" o+ &o*r" '" '/ "2ro5( '( # a( o44o(e(" o+ "2e "ea1 52'&2 5a/ la/" "o "o*&2 '". T2e 4la er "a6'(0 "2e "2ro5 '( /2o*l) 4la&e o(e or #o"2 +ee" #e2'() "2e 4o'(" 52ere "2e #all &ro//e) "2e l'(e a() 1a6e /*re all o"2er 4la er/ are o( "2e &o*r" #e+ore "2ro5'(0 "2e #all. I+ a 4la er 2a/ (o &o("a&" 5'"2 "2e #all "2e 1a /"a() or 1o,e o*" o+ "2e &o*r" #*" 1*/" 1a6e &o("a&" 5'"2 "2e 4la '(0 area a() 2a,e (o o"2er &o("a&" 5'"2 a( "2'(0 o*"/')e "2e &o*r" #e+ore a""e14"'(0 "o "o*&2 "2e #all a0a'(

1oot2or,
O(e +oo" la()'(0 W2e( a 4la er la()/ o( o(e +oo" "2e 1a /"e4 5'"2 "2e o"2er +oo", l'+" "2e la()'(0 +oo", #*" 1*/" "2ro5 #e+ore re70ro*()'(0 '". T2e 1a */e "2e la()'(0 +oo" a/ a 4',o"'(0 +oo", /"e44'(0 '( a( )'re&"'o( 5'"2 "2e o"2er +oo" a/ 1a( "'1e/ a/ "2e 5'/2. O(&e "2e 4',o"'(0 +oo" '/ l'+"e) "2e 1*/" 4a// or /2oo" #e+ore re70ro*()'(0 "2'/ +oo". A 4la er 1a 3*14 +ro1 "2e la()'(0 +oo" o("o "2e o"2er +oo" a() 3*14 a0a'(, 4ro,')'(0 "2e "2ro5 "2e #all #e+ore re70ro*()'(0 e'"2er +oo". NB. A 4la er &a((o"C )ra0 or /l')e "2e la()'(0 +oo", 2o4 o( e'"2er +oo". T5o +oo" La()'(0 I+ a 4la er &a"&2e/ "2e #all a() la()/ o( #o"2 +ee" /'1*l"a(eo*/l , "2e 1a /"e4 '( a( )'re&"'o( 5'"2 o(e +oo", l'+" "2e o"2er +oo" #*" 1*/" "2ro5 or /2oo" #e+ore re7 0ro*()'(0 "2'/ +oo". T2e 1a 4',o" o( o(e +oo", /"e44'(0 '( a( )'re&"'o( 5'"2 "2e o"2er +oo" a/ o+"e( a/ "2e 5'/2. O(&e "2e 4',o" +oo" '/ l'+"e) "2e 1*/" "2ro5 "2e #all #e+ore re70ro*()'(0 "2'/ +oo". T2e 1a 3*14 +ro1 #o"2 +ee" o("o e'"2er +oo", or /"e4 a() 3*14 #*" 1*/" "2ro5 or /2oo" #e+ore re70ro*()'(0 e'"2er +oo".

P"a)in* the Ba""

A 4la er 52o 2a/ 4o//e//'o( o+ "2e #all 1a (o" #o*(&e "2e #all a() re4la '". I+ a 4la er )oe/ (o" &a"&2 "2e #all &lea(l , '" 1a #e #o*(&e) o(&e "o 0a'( 4o//e//'o( or #a""e) or #o*(&e) "o a(o"2er "ea1 1a"e. A+"er "2ro5'(0 "2e #all, a 4la er &a((o" 4la '" a0a'( *("'l '" '/ "o*&2e) # a(o"2er 4la er, or re#o*()/ o++ "2e 0oal 4o/".

Short Pa$$
T2ere 1*/" al5a / #e roo1 +or a "2'r) 4la er "o 1o,e #e"5ee( "2e 2a()/ o+ "2e "2ro5er a() "2o/e o+ "2e re&e',er 52e( 4a//'(0. Pa//e/ "2a" )o (o" 2a,e "2'/ roo1 are &alle) /2or" 4a//e/. A 4la er &a((o"C o o o P*(&2, roll, 6'&6 or +all o( "2e #all. Pa// "2e #all '( a( 5a 52'le l '(0, /'""'(0 or 6(eel'(0 o( "2e 0ro*(). U/e "2e 0oal 4o/" a/ a 5a "o re0a'( #ala(&e or a/ a /*44or" 52'le /"o44'(0 "2e #all +ro1 0o'(0 o*" o+ &o*r".

To$$ 3% A toss up is used to put the ball into play when% &pposing players simultaneously contact each other &pposing players simultaneously knock the ball out of court &pposing players simultaneously gain possession of the ball The umpire unable to decide who last touched the ball out of court &pposing players simultaneously offside with one in possession of the ball
T2e "5o 4la er/ /"a() ;.>1 a4ar", +a&'(0 ea&2 o"2er a() "2e'r o5( 0oal e()/. T2e'r ar1/ /2o*l) #e /"ra'02" 5'"2 2a()/ # "2e'r /')e/. O(&e '( 4o/'"'o(, "2e 1*/" (o" 1o,e *("'l "2e *14're 2a/ "o//e) '" *4 +ro1 3*/" #elo5 /2o*l)er 2e'02" o+ "2e /2or"er 4la er a() #lo5( "2e 52'/"le.

1.4

1undamenta" S,i""$ and Techni5ue$ 1.4.1 Pa$$in*

Netball is a game made up of a variety of passing techni'ues. The player(s ability to pass accurate and well timed throws will determine the success of the team. )layers need to master the basic skills of each of the throwing techni'ues as well as balance, timing and control. The player must learn when and where to pass the ball and which pass to use. Shou"der Pa$$ 1 Handed *tand side+onto the intended receiver ,eet should be shoulder width apart with knees slightly bent and weight on the back foot The ball can be held with two hands but as the arm is taken back behind the shoulder the ball is held with one hand -lbow should be bent The opposite foot to the throwing arm should be forward Transfer the body weight from the back foot to the front foot as the player steps forward with the front foot The ball is pushed forward with the shoulder, elbow, wrist and fingers ,ollow through with the hand whilst the fingers should be pointing in line with the throw Shou"der Pa$$ Handed

-verything is the same as the one handed shoulder pass but as the arm is taken back behind the shoulder two hands remain on the ball. Che$t Pa$$ Two hands behind the ball with thumbs and fingers in a ./0 shape

1all held close to chest -lbows bent and rela"ed by side /rist and fingers direct and control the ball *tep forward into the pass /eight is transferred onto the front foot ,ollow through with arms and fingers in the direction of the pass As the player steps forward ensure feet are in a balanced position

O0erhead or Lo! Pa$$ &ne or two handed pass The body can be facing or side+on the receiver The ball should be released above the head As the throw is e"ecuted the throwing arm or arms moves up and forward towards the receiver The wrist and fingers direct the ball in a high arc into the space ahead of the receiver The highest point of the arc should be when the ball passes over the defender /eight is transferred from the back to the front foot as the step forward is made Bounce Pa$$ A bounce pass can be performed with one or two hands from in front or side of the body old the ball the same as for a shoulder pass 1all can be held at either waist or hip level

1ent knees and step forward onto the front foot As the ball is pushed forward the hand and fingers should follow the path of the ball

/hen e"ecuting the bounce pass the ball should bounce appro"imately 234( of the distance between passer and receiver

1.4.#

Catchin*
E142a/'<e a "5o 2a()e) &a"&2 o,er a o(e 2a()e) &a"&2 E e/ 5a"&2'(0 "2e #all '("o "2e 2a()/ F'(0er/ a() "2*1#/ /4rea) '( a DWE /2a4e rea) "o re&e',e F'(0er/ a() "2*1#/ relaBe) #*" /"ro(0 Ha()/ a() ar1/ o*"/"re"&2e) "o5ar)/ "2e #all S"e4 +or5ar) a() rea&2 5'"2 2a()/ "o &a"&2 S(a"&2 "2e #all 5'"2 /"ro(0 +'(0er/ a() #e() ar1/ 52e( re&e','(0 "2e #all "o le//e( "2e '14a&" 52'l/" 4*ll'(0 "2e #all "o5ar)/ "2e #o) Fee4 "2*1#/ #e2'() "2e #all 5'"2 +'(0er/ /4rea) a() relaBe) Br'(0 "2e #all #a&6 "o "2e &2e/" rea) +or "2e re"*r( 4a// Allo5 "'1e +or a #ala(&e) la()'(0 4o/'"'o( #e+ore "2ro5'(0 "2e #all

1.4.#

Shootin* *hooting is all about balance, rhythm and feel for the shot. *hooting for goal should be an automatic well se'uenced skill. *hooters should always try to be balanced and in line with the post before they attempt to shoot. ,eet, hips, body, shoulders and elbows should all be 5s'uare( to the post. This will give the ball every opportunity to travel in a straight line to the ring. *hooters should

always look at the same aim point every time they shoot. These aim points could be the front of the ring, above the middle of the ring or at the back of the ring. *tart at the base and look at what the feet and legs do when shooting for goal. The shooter(s feet should be parallel appro"imately shoulder width apart in a comfortable stance. *hooters should try not to step forward as they shoot. The power of the shot comes from the legs. $ore bend in the knees will give more power on a longer shot for goal. The ball should sit on all finger tips and the thumb on one hand The ball should be placed above the head in the shooting hand. The other hand is placed gently to the side of the ball as a support only to keep it balanced. 1ecause shooting is all about rhythm the knees and elbows bend at the same time. As the body straightens in se'uence the ball is not released until the arm is at full e"tension The ball is released in a smooth fluid action following right through to the finger tips The inde" and middle fingers direct the ball to the post and must be strong. The wrist and fingers should flick the ball in a gentle back spin motion to the ring. ,ingers should follow the arc of the ball to the post. 1.4./ Attac,in* S,i""$ -ffective attacking play comes from the player(s ability to catch and throw

whilst moving combined with changes of speed and timing of movement. -"plosive speed, agility, strength and endurance are necessary components of a good attacking player. 1efore moving the attacking player must take into consideration%
T2e /4a&e/ "2a" are a,a'la#le T2e'r /"ar"'(0 4o/'"'o( '( rela"'o( "o "2e )e+e()er a() "2e'r "ea1 1a"e/ T2e "'1'(0 o+ "2e 1o,e1e(" A( l'1'"a"'o(/ o+ /4a&e "2a" 1a re9*'re a 4rel'1'(ar 1o,e1e(" "o &rea"e /4a&e

A good attacking player needs to be able to e"ecute the following movements% *traight and 6iagonal 7eads Strai*ht Lead + A simple movement but a very effective one. /hen timed to perfection it can be e"tremely difficult to defend. The attacker initiates the movement whilst the defender can only guess in what direction the attacker will run. The attacker must decide the e"act moment to move then begin with strong, e"plosive steps towards the thrower either running directly forward or diagonally to the free side. &ia*ona" Lead 8 /hen leading to the right or left it is important the player lands on their outside foot when catching the ball. ,or e"ample if the attacker is leading diagonally to the right the land should be on the right foot when the ball is caught. /hen leading to the left the land should be on the left foot when the ball is caught. )ractice taking off using the outside foot. This will drive the attacker out on the angle 'uickly and away from the defender. 6odge 6odging is a short, sharp movement often e"ecuted from a stationary beginning. It can be used to 'uickly change direction to create space for

themselves or team mates. It also allows the attacker to wrong foot or takes the defending player away from the space where the ball is to be caught. Change of 6irection The change of direction is e"ecuted from a longer run. The same techni'ue is used as for the dodge but the player changes direction after making a longer run. Change of )ace Changing the pace of the attacking movement is used to upset the rhythm and timing of the defender. The attacker can create a clear movement towards the ball. A change of pace can sometimes is a very effective attacking strategy. Attacking is not always about sprinting. It is a subtle blend of walking, jogging, running and sprinting. The skill is to know when to change the speed of the movement. The ability to read the cues of the defender e.g. when the defender has committed to the initial movement a sudden change of speed will cause the defender to re+adjust their speed. At this point the attacker should accelerate away from the defender. Timing There are many contributing factors as to why players miss+times their movements. ,actors such as placement of the pass. Correct placement of the ball enables the receiver to catch the ball in the appropriate position then turn 'uickly to identify the intended target. The thrower must decide on the e"act moment to release the pass otherwise even a well+timed movement will not link with the ball. &ne slight error in any of these elements will result in the breakdown of play. &n the physical side of things it comes back to the e"ecution of the basic skills that enables all movements to link together with the flight of the ball. The player(s ability to read the play and read the cues also plays a substantial part in the entire

process. 1.4.4 &e-endin* S,i""$ 6efense work includes the following% )ressuri9ing a player% &ne+on+&ne 6efending The defender tries to prevent her opponent from receiving the ball by tight one+on+one marking. Their aim is to dictate to the attacker the spaces they can go into and force a turnover ball. The team is trying to force the opposition into errors or into a held ball situation. The disadvantage of this type of defense work is that it is reactive rather than creative. :ou are simply following and trying to anticipate the movements of your opponent. A visual awareness of your opponent, the ball and other players is a key element of successful one+on+one defending. This is probably the most physically difficult way to defend and players will need very good fitness levels to successfully defend in a one+on+one manner. *emi+loose 6efending *till a one+on+one situation but the defender is standing slightly off the player giving the attacking player a false sense of security. The thrower assumes the attacker is free to receive a pass but the defender is ready to move and intercept. Timing is vital in order to take the interception. If the defender has committed too soon she may be easily beaten, the pass may not be thrown or a different pass is given in order to beat the defender.

$arking or 6efending *pace /hen space marking peripheral vision is vital. The defending team sets up intercept situations for individual members of the team. Intercepts are generally taken after the opposition has been lured into a false sense of security in assuming

some attacking players are free to receive the pass or after the opposition has made a mistake. /ith this style of defense players are able to create situations and opportunities for an interception rather than simply reacting to the movements of the opposing team. All players must be working together or the effectiveness of this form of defense will be diminished. )art Court3,ull Court ;oning )layers have specific areas of the court to defend. They stand in relation to where the ball is at any one time. This type of defense is reliant on total team work because if any player is out of position the ball will be passed with ease leaving many of the defending players behind play. The aim is to encourage the opposition to throw a long clearing pass to one of their team mates that can then be easily intercepted. )layers close to the ball stand a little higher so that spaces are left further down the court to encourage the longer pass being made. 6efending )layer with the 1all Aims% To force opponents to pass in a particular direction To force opponents to make a particular pass To tip or intercept ball as it is being passed After the pass is made to direct oppositions ne"t movement i.e. towards or away from the pass just thrown. <ather than simply defending =.>m in front of a player with the ball defend the player on their favorite attacking side. 6efend left3right handed players on their preferred throwing side. The position of the player marking the thrower can dictate the play to come ?e.g. mark player towards the sideline or mark player to path of the ball@ thereby making it possible for a team mate to have an attempt for the ball at the receiver(s end of the pass. 6efense of a shot
Lea( ;.>1 +ro1 +'r/" 0ro*()e) +oo" o+ "2e /2oo"er. T2e )e+e()er /"re"&2e/ o*" "o 4re//*re "2e 4o'(" o+ relea/e o+ "2e /2o". E'"2erC

1. &pposite foot forward to arm outstretched over ball

. *ame arm3foot forward #. 1alance on both feet with both arms outstretched over ball /. 1alance on both feet with one arm outstretched over ball.
T2e o"2er ar1 '/ */e) +or #ala(&e a() */e) "o &o,er a 4o//'#le 4a// "o "2e o"2er /2oo"er. T2e ;.>1 /"a(&e &a( #e "a6e( +ro1 '( +ro(", "o "2e /')e or #e2'() "2e /2oo"er. T2e &2o'&e o+ 4o/'"'o( )e4e()e(" o( /2oo"'(0 /" le a() )'/"a(&e a5a +ro1 "2e 0oal.

Aump Timing is involved and if successfully e"ecuted will result in a deflection of the shot. )layer is at =.>m away from first grounded foot of the shooter. Time a powerful leap in the air towards the ball to attempt to tip the ball at its point of release or above. Try not to jump straight up and down. As you jump make sure you jump towards the ball after it has left the shooters fingers. Combination 7ean over the shot standing at =.>m from the first grounded foot of the shooter then bring back foot forward to jump on release of the shot. <ebounding The defender should aim to stand appro"imately one meter from the post in the front position. This is the ideal position. The defender should work to establish the rebounding position before the shot is being taken. The defender who leans or jumps the shot at goal then needs to screen out that shooter so that both defenders will have the more favorable rebounding positions.

1.6

Conc"u$ion

Netball is a simple, basic game. It(s about doing the simple things well over and over again every time. Coaches do not need the fancy, complicated activities if the players could not catch and throw well. 1esides, coaches need to keep their mind open and find new and better ways of doing the same things. Coaches need to keep challenge their athletes and themselves.

SELF-TEST SELF-TEST 1 1 What What is is the the equipment equipment that that needed needed to to play play netball? netball? What What are are the the skills skills the the player player needs needs to to play play netball? netball?

(ISCUSSION (ISCUSSION )UESTIONS! )UESTIONS!

Draw Draw a a diagram diagram o o the the netball netball !ourt !ourt showing showing the the position position o o ea!h ea!h player player and and e"plain e"plain their their use# use#

CHAPTER SPORT SOCCER

.1 Introduction

LEARNING OUTCOMES When you complete this module will be ble to! E"pl in nd desc#ibe the b sic $ me o% socce# &e ble 'now how to pl y socce#

&e ble to 'now the #ules o% the spo#ts

*occer is the most popular sport in the world, and it is also one of the most demanding. It is a challenging sport because it re'uires cardiovascular fitness, cognitive, competitive and psychomotor 'ualities. *occer can be played in industrial and less developed nations, by young and old, boys and girls, by elite and physically or mental challenged. All that is needed is a ball and willing participants. . The *ame7 !a"" and %"a)er$ P"a)er$ *occer is played by two teams consist of BB players for each team ?with an appropriate number of substitutes@, including goalkeeper. O!8ecti0e$ o- the Game

The objective of the game is to score the ball across the goal line and within the confines of the C " 2D foot goalposts and crossbar. &nce the whistle blow, each team attempts to gain possession, and through planned and creative combinations of the fundamental skills ?passing, shooting, heading, trapping, dribbling, tackling, marking, and goalkeeping@ attempts to place the ball in the back of the opponent(s net.

)layer Age

Eame 7ength

&vertime )eriods

1all

1all

Eoal *i9e

,ield *i9e

/eight Circumference

Adults

Two DF+ minute halves

Two BF+ minute halves

D== g + DFG g

H>cm 8 GBcm

2.DDm"G.42m BB=m"HDm

Inder BH

Two D=+ minute halves

Two BF+ minute halves

Inder B2

Two 4=+ minute halves

Two B=+ minute halves

4BD g + 4GB g

HDcm 8HH cm

2.B4m"H.D=m HDm"DHm

.#

1ie"d o- P"a)

.#.1

Goa"$

)laced at the center of each goal line and consists of% Two upright posts ?2.DDm@ high and G.42m apart tubular ori9ontal crossbar ?G.42m@ Nets ?made of hemp, jute, or nylon@ and attached to the back of the crossbar and goalposts@ .#. Technica" Area Also known as coaching bo" that is marked at least B.F4m from the parallel to the touchline and e"tending BC.2>m in both directions from the halfway line. This technical area can be helpful in the management of the game. Coaches and players should remain inside the technical area, e"cept when the players are warming up in preparation to substitute. ./ E5ui%ment The most economical sport which re'uires% .4 A ball Appropriate footwear ?flats or spikes@ *hin guards, *horts, shirt and socks ,ield e'uipment, goals, nets, and corner flags. made of wood, metal, or plastic

O--icia"$ A soccer matches are presided over by% A referee and

o The center referee who makes all the final decision regarding fouls and technical infringements Two assistant referees o <un on the touchlines and signal when a ball is completely crossed the touch line, goal line, or goal o Indicate fouls and offside infractions o *erve as .advisors0 The objectives of having the officials is to allow play to be free+flowing and within the spirit of the game while maintaining optimal safety for the participating players. .6 Out9o-9Bound$ 'Re$tart$( <estart is awarded once the ball is completely crosses ?either in the air or rolling@ the touchline or the goal line or a violation is whistled. 6epending on the situation, any number of restarts may occur. A restart can be a direct restart or indirect restart.

.6.1

&irect re$tart$ 6irect restart is when the goal can be scored without touching another player. 6irect restarts included the following% Pena"t) +ic, A penalty kick is awarded when players of the defending team% andling the ball olding

Charging Tripping )ushing *triking

occurs inside the penalty area

Any players of the offended team may take the penalty kick e"cept the substitute brought in to take the penalty kick. A penalty kick is taken from the penalty kick mark, B=.>Gm from the goalpost. &nly penalty kicker and goalkeeper would be in the penalty area, while all other player should be outside until the ball is struck forward. The goalkeeper is only allowed to move on the goal line with his feet until the ball is kicked. The ball remains in play if it rebounds off the goalpost or the goalkeeper. The penalty kicker may legally play the ball again if it bounces off the goalkeeperJ however, the penalty kicker may not play the rebound off the goalpost or crossbar until the ball has been touched by another player. Corner +ic, A corner kick is awarded when the ball crosses the defender(s goal line and is last played by a defender. Corner kick must be taken within the =.>m arc of the corner of the field closest to where the ball crossed the goal line. As the players defending the corner kick must be >.BDm from the corner kick arc when it is taken.

&irect ,ic, A direct kick is awarded when players of the defending team% andling the ball olding

Charging Tripping )ushing *triking

occurs outside the penalty area

6efending players must always be >.BDm from the ball before it is played, or a retake may be awarded. .6. Indirect re$tart$ An indirect restart when the ball must be touched by another player, even the opposition, before a goal is awarded. The indirect restarts are as follows% Goa" +ic, A goal kick is awarded to the defending team when the ball crosses the defensive goal line and is last touched by the attacking side. The goal kick must be taken from the goal area and must clear the penalty area before being touched by either team. Thro29In A throw in is a two handed overhead movement that must be taken with both feet on the ground. It is awarded to the team that last touched the ball when the ball crosses completely over the sideline. If the throw+in handed improperly or fails to enter the field of play, the ball is awarded to the opposing team. Indirect 1ree +ic, As a technical infraction occurJ offsides, obstruction, dangerous play, or delay of game, an indirect free kick is awarded to the opposing team. /hile the indirect free kick is taken the opposing players must be >.BDm from the ball. A goal from the shot can only be awarded if another player touches the ball.

O--$ide$ An offside is usually occurs when a player receive the ball from a teammate without having two defensive players between him and the goal, or he is nearer to the opponent(s goal line. An offside is not committed when% The player is in his own half of the field There are two opponents nearer to their own goal line than the attacking player The ball was last played by the attacker The attacking player receives the ball directly from a goal kick, corner kick, throw+in, or drop ball An offensive player even with the second+to+last defender is on+side.

&ro% Ba"" A drop ball is held waist high and dropped by a referee in a nonthreatening or neutral territory and must hit the ground before being played. A drop ball is called for after the referee stops play due to an injury or emergency or when a call is unclear or in doubt. .6.# 1ou"$ and :i$conduct /hen a foul or some other form of misconduct or illegal behavior is committed by a player, the opposing team will be awarded with a direct or indirect free kick. Intentionally fouling are as follow% #icking or attempting to kick an opponent Tripping Aumping at an opponent

.;

1undamenta" S,i""$ and Techni5ue$ *occer is a game of movement, speed, physical and mental control, space, timing, flow, creativity, improvisation, and imagination. A soccer player needs to employ a basic fundamental skills and techni'ues as follow% .;.1 Pa$$in*

T)%e$ oPa$$in*

&e$cri%tion$

*hort )asses

$ade with the inside of the foot

7onger )asses

Chipped, by placing the foot under the ball

*truck with force, while leaning the body backward to create the desired loft

*'uare )ass

$ade at a right angle to the attacker in the hope that the passer will continue the momentum and receive a return pass

Through )ass

6irect forward pass, the ball is thrust behind the opponents into their defensive space as your teammate runs onto the ball

.;.

Shootin* The basic techni'ue of shooting can be described as a powerful instep blast with any surface of the foot or body can be employed. The techni'ue of shooting includes accuracy, deception, discipline, and optimal concentrationJ and practice in all game situations is paramount.

.;.#

Headin* eading is a techni'ue when the player plays the ball with the head. eading techni'ue includes concentration, awareness of players around you, proper body posture and positioning, including the use of the arms as a protective shield, and keeping your eyes on the ball as it is directed is necessary as heading usually harm the player with injury. eading techni'ue is used in soccer to pass or to shoot the ball. The ball should be attacked by the header with the frontal bone of the forehead near the hairline and directed to a teammate or space that will permit a teammate to collect the ball or afford to reorgani9e, especially in the defensive third of the field.

.;./

Tra%%in* and Co""ectin*

Trapping and collecting is the necessary techni'ues to bring the ball under complete control from teammate(s pass or opponent(s miscue. Trapping is a techni'ue used to gain possession and control of the ball. Collecting is a techni'ue of receiving and gaining control of the ball. Trapping and collecting may used various parts of the body depending on the ball(s position upon arrival. #ey for a successful trapping and collecting% #nowing and using your immediate space to gain possession of the ball Itili9e muscular control and bodily momentum+absorption techni'ues Concentration and knowing the opponents( whereabouts

Ba"" Po$ition u%on Arri0a"

Bod) Part 3$e

In ,light 1all

Chest Thigh Instep

Eround 1all

The sole of the foot The inside or outside of the foot trap

.;.4

&ri!!"in*

6ribbling is a succession of forward pushes or touches in which the player keeps the ball under control. -ffective dribbling ac'uire both feet employing feints, or fakesJ changes of paceJ and rapid, deceptive moves. 6ribbling techni'ue also re'uires proper body position because the ball needs to be shielded, screened, and protected from a defender or marker. The used of dribbling are as follows% .;.6 To advance the ball, $ove into position to get off a 'uick shot, 6elay the game To take the ball into open space

Tac,"in* and :ar,in* Tackling is a defensive techni'ue that is used to dispossess an opponent from the ball so that you or your teammate can gain the ball possession. Tackling involves marking, playing the opponent with the ball until optimal time ?usually just after the opponent has touched the ball@ to make your tackling move. Tackling techni'ue re'uires sound judgment, assertive play, mental toughness, and teamwork. It is accomplished by blocking, poking, or sliding in a calculated effort to win the ball.

.;.;

Goa" +ee%in* The goalkeeper roles are to stop, control, and catch a ball within the penalty area if it is not intentionally passed to him by a teammate. The goalkeeper may legally use the hands. Ipon collection of the ball, the goalie is also permitted to clear the ball or initiate .instant offense0 by throwing, drop kicking, or punting the ball. The goalkeeper must know when and how to challenge, come off the line, and cut down the attacker(s angle and effectively smother and deflect shots. *ound judgment, common sense, mental ability as well as physical skill are an important 'uality in selecting a good goalie.

.<

S)$tem$ o- P"a) A system, or style, of play describes the organi9ation and configuration of the players on the field, as well as their responsibilities within the team structure. The team(s players and the skill and style of the opponent determine how a coach chooses to implement a particular style of play.

The S)$tem$

1ormation '&e-en$e9:id-ie"d9 1or2ard(

&riginal -nglish

2848F

Arsenal ,ootball Club(s /I *ystem

4828F

Italy(s more defense 8minded Catenaccio

D828D

*ystem to .total futbol0

F8D8B

O--en$i0e Princi%"e$ $oving An attacking player must be able to move without the ball, not only to create space but also to receive a pass from a teammate. These moves or runs are in the form of% Near and far+post runs Corner flag runs

<uns away and off the ball &verlapping runs ?usually from the midfield position, runs forward past the ball being held by a teammate and into open space behind the defense@

*upport and )enetration The effectiveness of offensive principles is the need of supporting system from teammate ?at least two should always be B=+BF yards from the teammate with the ball@. /ith proper support and communication, combination play, such as wall passing and .give and goes0, can be initiated and space can be created and e"ploited for penetration ?via passing and dribbling@ behind the defense.

,inishing &nce the scoring opportunity has been created, the principles of finishing, or scoring, must be effectively applied. This finishing principle is the critical shooting skills, the only way to score. &e-en$i0e Princi%"e$ Chase and 6elay As the ball is lost to the opposition, defensive play begins. Immediate chase and pressure is applied to the player who has taken control of the ball. These chasing and pressure effort is to delay the player with the ball and force him to the nearest touchline, thereby preventing a 'uick penetration toward the goal. *upport The chasing and delay gives opportunity to the defensive team to retreat, organi9e ?find, mark, and track@ or regroup to support the defender playing the ball. This support involves balance, depth, and cover in order to restrict the amount of space that the opponent has to e"ploit.

1alance and Concentration 6efensive team concentration is needed to force the attacking team to its least desirable offensive option ?usually away from the center of the field, where the shooting angle is most favorable@. Challenge &nce proper defensive support and cover are implemented, the defender playing the ball can challenge, or tackle ?the act of taking the ball away from an opposing player@, the ball. Isually the ball is challenged by the primary defender and won by the cover person.

Counterattack A counterattack or deliberate offensive buildup is constructed ?depending on where the ball is won@ after the ball is won. .= Teachin* Con$ideration$ It is important to note that teaching3coaching responsibilities needs some considerations as follows% The health and safety of the players ,itness level 7earning environment

)ractice can be manipulated by an instructor depending on the% Age ,itness and skills level *eason

The particular goals to be accomplished daily or long range

.10

Conc"u$ion *ince it is the most popular sport in world soccer is the most played sport of school children. *ome play for their own satisfaction, enjoyment and some to challenge them to empower their talent. As for these children, teacher or coaches need to help in monitoring and developing their skill and ability. /ith a proper guidance this young children might become a good soccer player in the future. Thus, teacher or coaches need to commit and play their responsibility to the younger.

SELF-TEST SELF-TEST 1 1 $ow $ow many many position position player player in in so!!er so!!er game game and and e"plain? e"plain?

(ISCUSSION (ISCUSSION )UESTIONS! )UESTIONS!

What the undamentals skills the player needs in .',e o+ ,ar'o*/ "2a" e14lo "o /o&&er What are the)r'll/ undamentals skills thee) player needs in .',e eBa14le/ eBa14le/ o+are ,ar'o*/ )r'll/ "2a" &o*l) &o*l) #e #e e14lo e) "o 4ra&"'&e 4ra&"'&e /o&&er /6'll/. so!!er? /6'll/. so!!er?

CHAPTER # ATHLETICS 9 TRAC+ AN& 1IEL&

#.0 Introduction

LEARNING OUTCOMES When you complete this module will be ble to! E"pl in nd desc#ibe the b sic thletics $ me &e ble 'now how to pl y the $ me

&e ble to 'now the #ules o% e ch t# c' nd %ield $ me

A"2le"'&/ '/ )e+'(e) '( +',e )'/&'4l'(e/G "ra&6 a() +'el), roa) r*(('(0, ra&e 5al6'(0, &ro// &o*("r r*(('(0, a() 1o*("a'( r*(('(0. All +or1/ o+ a"2le"'&/ are '()',')*al /4or"/ 5'"2 "2e eB&e4"'o( o+ rela / ra&e/. A"2le"'&/ or /4e&'+'&all "2e "ra&6 a() +'el) '/ "2e &ore a() "2e 1o/" &o11o( '( /&2ool. T2e "ra&6 a() +'el) &o14e"'"'o(/ e1er0e) '( "2e la"e 1>"2 &e("*r . Ea&2 /&2ool 2a/ "2e'r a((*al /4or" )a "2a" e/4e&'all +or "ra&6 a() +'el) e,e(".

#.1

Trac, and 1ie"d E0ent

The track and field events involve running, jumping, and throwing activities where running activities make up the track event while jumping and throwing activities make up the field events.

#.1.1

Runnin* E0ent$ <unning events can be divided into F main categoriesJ sprints, hurdles, relays, middle distances and long distances.

T)%e$ o- E0ent

E0ent$

&e$cri%tion

*prints

B== meter 2== meter D== meter

C= 8 B== percent anaerobic energy e"penditure $a"imum intensity

$iddle 6istances

C== meter BF== meter

<e'uire appro"imately F=K aerobic and F=K anaerobic ?speed and endurance@

7ong distances

4=== meter F=== meter B==== meter $arathon

-ndurance event Aerobic in nature

urdles

BB= meter ?$en@ B== meter ?/omen@ D== meter

The heights of hurdles, the distance between them, and the total distance run, vary among men, women, youth, master, and senior athletes

<elays

D"B== meter D"D== meter

Consist of four members -ach runner carries a baton a specific distance, passing it to the ne"t runner within a marked 9one until the last runner carries it across the finish line

*teeplechase

2C hurdle jumps and G water jumps F jumps per lap

/ater jump in fourth urdles height vary by category ?men and women@ /ater jump hurdle should be 4.HHm in width, 4.=Hm in length The water should be G=cm in depth immediately in front of the hurdle and slope to the level of the field at the farther end

The hurdle should be firmly fi"ed in front of the water

#.1.

>um%in* E0ent$

Aumping events consists of four types of jumpJ long jump, triple jump, high jump and the pole vault.

T)%e$ o- E0ent

&e$cri%tion

Lon* >um%

The runway varies from 4H.Hm 8 DC.Cm ?men@ and 2G.Dm 8 D2.Gm ?women@ The takeoff board, made of wood or other rigid material 8 wide B>.C 8 2=.42cmJ long B.22m, thick B=cm The landing area must not be less than 2.GDm in width and identical in elevation with the takeoff board ,illed with sand

Aumping styles% *ail itch kick ang

Tri%"e >um%

as three phases op 8 landing on the takeoff foot *tep 8 landing on the non+takeoff foot Aump 8 into the landing pit

Hi*h >um%

Two primary styles of jumping *traddle ,osbury ,lop 8 used back layout techni'ue with a curve approach that allowing the athlete to use more speed in the approach and provided for a very efficient bar clearance

Po"e ?au"t

The combination of speed, strength, coordination and agility make up this event <unways vary 4C.B 8 D2.Gm in length The poles made up of fiberglass and have BD 8 BH feet in length

#.1.#

Thro2in* E0ent$

The throwing events include four types of throwJ shot put, discus throw, hammers throw and the javelin.

T)%e$ o- E0ent

&e$cri%tion

Shot Put

The shots are made of a cast iron, bron9e, or brass shell with a lead center The weight are vary% $en 8 G.2Hkg igh school boy 8 F.DFkg /omen 8 Dkg

The shot are thrown from a circle 2.B4m in diameter with a stop board in front

&i$cu$ Thro2

Isually made of wood with a metal rim The weight are vary $en 8 minimum weight 2kg with 2B>+22Bmm in diameter igh school boy 8 B.H2kg in weight with 2=>+2BBmm in diameter /omen 8 Bkg in weight with BC=+BC2mm in diameter

6iscus throw from a circle 2.Fm in diameter

Hammer Thro2

The hammer consists of a round weight attached to a triangular handle by a wire The weight and length are vary% $en 8 G.2Gkg igh school boy 8 F.DFkg not e"ceed B.22m in length

/omen 8 Dkg and length may not e"ceed B.B>Fm

The hammer is thrown from a circle 2.B4m in diameter

>a0e"in

The javelin consists of three parts% ead 8 metal head terminating in a sharp point *haft 8 constructed of metal and fi"ed to head Cord grip 8 should be about the center of mass and shall not e"ceed the diameter of the shaft by more than Cmm with uniform thickness

The length and weight are vary% $en 8 2.Gm in length and weight of C==g with a cord grip of BHcm /omen 8 2.4m in length and weight of H==g with a cord grip of BFcm

#.1./

Other Trac,9and91ie"d E0ent$

E0ent$

&e$cri%tion

Race .a",in* # ,m910 ,m trac, 10,m940,m road

Through a progression of steps so taken that unbroken contact with the ground is maintained The advancing leg must be straightened ?not bent at the knee@ from the moment of first contact with the ground until the leg is in the vertical upright position

,ailure to adhere to this rule lead to warning and

dis'ualification

&ecath"on and He%tath"on

The tests of all+around skill and ability 6ecathlon + B= events run over 2 days in the following order% 6ay B 8 B==m, long jump, shot put, high jump, D==m 6ay 2 8 B==m hurdle, discus, pole vault, javelin, BF==m

eptathlon 8 G events scheduled in 2 days as follow% 6ay B 8 B==m hurdles, high jump, shot put, 2==m 6ay 2 8 long jump, javelin, C==m

#.

Ba$ic Techni5ue$ #. .1 S%rintin* *tart Incorporates reaction time, block clearance time, and velocity out of the blocks The use of starting blocks is essential because it provide a solid base from which to push off and prevent slipping or injury to the runner *tarting fundamentals o .&n your mark0 The runner moves in front of the blocks and backs into position and place the feet in the blocks one at a time

,eet straight, toes in contact with the surface of the track The hands are placed directly under the shoulders, with the fingers and thumbs bridged just behind the starting line about shoulder 8 width apart

The arms are fully e"tended, with the weight evenly distributed between the hands, rear knee, and foot

The front knee rela"ed, e"tending just inside the forearm The head in natural alignment with the trunk, the eyes are focused about a yard in front of the starting line

o .*et0 The runners raise the hips to the desired level and e"tends the knee joints to the appropriate angle *houlders move slightly forward in front of the hands in order to provide a hori9ontal component o .Eo0 Acceleration Isually sprinters reach their ma"imum velocity between H=+G= meters The main objective of sprinting is to accelerate over the longest possible distance in the shortest time possible The acceleration pattern is sets up by the clearance of the blocks with a ma"imum force in a balanced positions *peed is the product of stride length ?distance between the touchdown of the toes for each stride@ and stride fre'uency

The average of stride length, 2.2=+2.4Cm *tride length vary because of individual muscle strength, leg length, fle"ibility, speed of running, and any injuries

Lelocity $aintenance &nce ma"imum velocity reached ?F=+G= meters@, the runner can only maintain ma"imum velocity for a few strides ?about BF+2F meters@ before fatigue cause of gradual deceleration 6eceleration can be minimi9ed by rela"ation, conditioning, and concentration on proper techni'ue $ental and )sychological Aspects #. . 00 :eter$ <unner must be able to run the curve efficiently and carry the speed for an additional B== meters In order to cut down the distance run, the runner must run close to the lane line as possible on the curve This technically can maintain balance and fight the centrifugal force that tends to push the athlete outward, the athlete should look inside, lean inside, and drive outside arm across the body to help maintain balance #. .# /00 :eter$ The runner must develop the ability to distribute his or her speed and energy over the total racing distance in the most efficient manner Need pace judgment and effort distribution skills ,or the first BF= meters should be run in a rela"ed and smooth manner while trying to maintain rhythm and velocity with the least effort

Eradually increase the arm drive and stride fre'uency at the 2==+meter mark ,or the final B== meters, the runner must stay as rela"ed as possible and try to maintain form and concentration

*uccess of this event re'uires ma"imum development of the anaerobic endurance energy system

#. ./

Re"a)$ <elays re'uire team work and timing -mploy two types of baton passes% o Non+visual pass not seen by the receiver, and it is used in sprint relays 1aton must be passed in a 2=+meter 9one The outgoing runner has an additional B=+meter 9one in which to accelerate Alternate hands, first and third runners carrying baton in the right hand and the second and forth runners carrying the baton in the left hand &utgoing runner accelerate ma"imally into and through the passing 9one as the incoming runner hits the go mark Lisual or vocal cues can be used to initiate the pass The more efficient techni'ue 8 e"tended arm position with open+ palm, thumb down hand position because it provides a bigger target, a natural hand+baton fit, better control and a longer free distance between runner

The incoming runner uses an upsweep push into target hand of the outgoing runner

The main objective is to keep the baton moving through the passing 9one at top speed

o Lisual pass A pass that is seen by the receiver and it is primarily used in long relay The outgoing runner should turn and go as the incoming runner hits the go mark The outgoing runner accelerates into 4+F strides and turns about B= meters into the 9one and reaches back with the left hand, chest facing the curb The hand should reach high into the face of the incoming runner as it provides a good target with the fingers e"tended and the thumb open in the natural reaching position The incoming runner places the baton into the target hand of the outgoing runner and as he3she turns, he3she must judge the strength and speed of the incoming runner The outgoing runner has about B= meter to slow down or speed up to complete the pass As it is completed and the runner is clear of traffic, the baton should be switched to the right hand, and the runner should sprint hard through the first turn and establish position #. .4 Hurd"e$ <e'uires outstanding sprinting ability, rhythm, fle"ibility, coordination,

balance, and efficient techni'ue The start is basically the same as for sprinting with an adjustment to achieve the correct stride number to the first hurdle, C strides is the most common pattern The lead leg should be placed in the rear block in preparation for C strides to the first hurdle The takeoff distance from the hurdle is important to establish an efficient flight path over the hurdle as the hurler(s si9e, speed of approach, and lead leg action determine the proper takeoff distance for each hurdler urdle clearance o 6epends on proper takeoff and lead+leg action o Takeoff 8 high on the balls of the feet, highly fle"ed lead knee and large split between legs as this lifts the center of gravity high into efficient flight path over the hurdle while minimi9ing vertical forces o 7ead leg should not swing up with straight or locked leg, and should not swing inside or outside o 7ead leg should be directly in front of the hip, with the toe straight up o The take off leg is driven up and around to the side of the body in a tightly folded position o The toe of the takeoff leg is turned out Arm action o $ost efficient techni'ue 8 single arm action as it stimulates the running action o The lead arm is driven forward about shoulder level, with a bent elbow

o The takeoff arm swings backward for balance and rhythm o The hurdler leans forward with the shoulders s'uare 7anding o 7and on the ball of the foot with the center of mass ?hips@ over or slightly in front of the landing foot o Takeoff leg comes through with a high knee action and flows into a full sprint stride o The hurdler takes 4 sprint strides between hurdles, with the last stride being shorter urler should sprint through the first hurdle out of the blocks, between the hurdles, and off the last hurdle through the finish line #. .6 Endurance E0ent$ The main emphasis of the endurance training is on the development of the aerobic metabolic o"ygen transport system ?the lungs, heart, and vascular systems@. There is a strong correlation between a high aerobic capacity and success in endurance events. 7ong Continuous <uns The major part of endurance runners( training programs where they build a strong aerobic base first The runs range from 4 to B= miles for middle distance runner, and B= to 2= miles for longer distance runners These runs may average a pace of F to G minutes per mile for men and H to > minutes per mile for women depending on the level of competition and fitness

Interval Training )recise measurement of each phase of work is essential to get the specific training effect to produce the developmental heart stimulus The basic elements% o The distance run 8 groups of B==, 2==, or D== m o The recovery interval 8 4=, H=, >= seconds. eart+rate recovery of B2= beats3minute have also been used o The pace of the run 8 how fast each interval is run depends on the fitness of the athlete and the race pace desired o The number of repetition 8 the number of times the run is repeated depends on the planned workload ,artlek ,artlek alternates hard and easy running over varied and interesting terrains It takes the athlete away from the confines of a track to a more natural setting ,artlek means .speed play0 The runner can develop speed and endurance at the same time in a fun and stimulating environment #. .; It is a fle"ible and wide ranging system

>um%in* E0ent$ Lon* >um% Approach

The distance of the run+up is determined by strength, skill, conditioning, and the acceleration pattern of the jumper

The main objective of the approach is to develop ma"imum controllable speed at takeoff

Techni'ues that have been used to achieve this goal% gradual buildup, an e"plosive buildup, or a two+to four+step walk+in to the first check mark

The key factors are a fast, rela"ed, consistent stride pattern

Takeoff An efficient take off action is one that allows the jumper to get lift at the appropriate angle with a minimum loss of hori9ontal velocity. The position of the takeoff foot and the center of mass at takeoff are the most important technical considerations for successful jumps A long3short stride pattern in the last two strides should be used as it can lowers the center of mass on the ne"t+to+last stride and catches the hips on the rise in the final stride. The takeoff action should be fast, with a short duration on the board

,light in the air Three types of in+the+air styles% the sail, the hang, and the hitch kick have been used effectively, and each has its strengths and weaknesses. All styles are basically used to counter forward rotation created at takeoff. They allow the athlete to maintain balance and prepare the legs for an efficient landing.

7anding The most effective landing position is with the feet as far as possible in

front of the center of mass ?hips@ without falling backward into the pit. The landing action is initiated by e"tending the legs parallel to the pit or slightly above parallel, with the toes up The head, chest, and arms are thrust forward The arms sweep down and back, then forward, as the heels contact the sand At this point, the knees fle" and allow the hips to move forward The athlete can fall forward into a tight tuck position or e"ecute a sit out techni'ue that employs a pivot to the side with a hip thrust that strikes the sand with the buttocks near or past the feet Tri%"e >um% Triple jump re'uire the lower takeoff angle and three jumps of an even distribution of effort and conservation of hori9ontal velocity on each jump Te triple jumper must takeoff and land on the same foot in the first jumpJ on the second jump the jumper must land on the opposite footJ and on the third jump the jumper may land in any manner The triple jumper may also posses good balance and a high level of legs strength and power Approach The takeoff in the first phase is characteri9ed by a single or double arm action The single arm action is recommended as it is more natural e"tension of the run The stronger leg should be used for this phase

,irst Aump The jumper runs off the board with a single arm action and pulls the takeoff leg tightly through under the buttocks to a thigh+thigh position in front of the hips The fore leg is e"tended slightly forward, and the ankle is cocked The arms are simultaneously e"tended backward into a double arm position The jumper is now prepared to e"ecute the second phase

*econd Aump Initiated by a forward swinging of the arms, an e"plosive firing and pawing action by the e"tended takeoff leg and fle"ed ankle into the ground under the body, and a forward drive of the opposite knee into a high+thigh position The jumper must hold this position as long as possible to achieve the greatest distance possible in this phase The jumper must again e"tend both arms backward, and the foreleg of the lead leg e"tends forward, with the ankle cocked Third Aump 1egins with the forward swing of the arms, the driving, pawing action of the lead leg under the body, and the forward and upward drive of the opposite knee. The flight path and landing of the third phase is similar to the long jump

Isually used a sit+out landing techni'ue because lack of momentum to carry them over the legs in the traditional tuck position

Hi*h >um% Two basic styles of high jumping that have produced the highest jumps are the flop and the dive straddle. )lant and takeoff The jumper should plant the outside foot almost parallel to the bar, =.> to B.2 m directly in front of the near standard The jumper plants with the heel and rotates to the toe The ankle and the knee e"tend fully to the toe for ma"imum drive The inside knee is driven up and across the body at takeoff as it rotates the body into a back+to+the+bar position To ensure ma"imal takeoff force with the most efficient takeoff angle to clear the bar, the lead knee must be driven away from the bar, and the body must be perpendicular to the ground at the takeoff 1ar clearance The jumper prepares to clear the bar as soon as he or she leaves the ground ,rom the back+to+the+bar position, the jumper drops the head back and lifts the hips to clear the bar *preading the knees with the heels kept close together facilitates flowing into this position The arms and hands rest on the thighs &nce the hips clear the bar, the jumper drops the hips and lifts the arms and

legs to clear the feet ?action+reaction@ The jumper lands on the shoulder and back in the pit

Po"e ?au"tin* The five phase of pole vaulting are as follow% Approach Approach that allows the greatest buildup of controlled speed should be used. The handhold should be slightly wider than shoulder width

)ole plant The pole should be plant early and out in front of the body The upper arm is e"tended as straight as possible overhead or slightly in front of the head The plant foot should be directly under or behind the upper hand at takeoff

*wing The lower arm should be locked after the takeoff as it aids in the transfer of linear velocity to angular velocity The knee opposite the plant foot should be driven up, whereas the plant foot is left hanging until the ne"t phase <ollback The hips should be brought higher than the head and the knees fle"ed into the chest

The vaulter should remain in the rollback position until the pole is well into its recoil

)ull+up3push+up3push+off This final phase start with a pull+up which should be done when the pole is almost straight for ma"imum efficiency and greatest height potential The push+up is done much like the handstand push+up As the vaulter reach ma"imum height, the vaulter push+off, dropping the legs and rotating around the bar #. .< Thro2in* E0ent$ Shot Put The techni'ue for throwing the shot is a putting action ?elbow and forearm e"tension@. Two basic techni'ues are% the glide and the spin. The glide The thrower starts at the back of the circle facing the opposite direction of the sector The knees should be fle"ed and the trunk leaning forward over the right leg The throw is started by driving the left leg in the direction of the throw At the same time the right leg should begin a driving action The landing and throw o The right foot lands near the center of the circle, and the left foot makes contact with the inside edge of the toe board o The hips and the body begin to rotate in the direction of the throw

o The forearm and elbow of the right arm should remain directly behind the shot o The throwing arm e"tends e"plosively and chases after the shot, and the wrist is snapped o 6uring the follow+through and reverse, the thrower should lower the center of mass and e"tend the arms and legs to maintain balance and stay in the circle The spin The thrower starts at the back of the circle and rotates into the power position like the discus thrower instead of gliding The remaining movements are the same as the glide so as the foot movements &i$cu$ Thro2 The hand is placed on the discus with the fingers slightly separated and the first joint of each finger curled slightly over the rim The thumb rests on top of the discus and the wrist is slightly cocked toward the little finger to lose contact with the discus The thrower starts in the e"treme back position of the circle and will eventually complete one+and+three+'uarters turns before the release The beginning of the spin is usually preceded by a few preliminary swings of the discus back and forth to establish a rhythm The beginning position of the spin should be with the feet slightly wider than shoulder width and the top part of the body rotated more than BC= degrees to the right

The spin is initiated by the legs and the hips as the weight is shifted to the left

The upper body remains rela"ed, and the throwing arm trails behind with the discus at shoulder height

The right foot will be lifted off the ground and driven forward toward the center of the ring to establish a new support as the weight continues to the left

1efore the right foot contacts the ground, the thrower will face the front of the ring, pass through this position, and again face the back of the ring

&nce the right foot contact with the ground, the performer pivots on this foot

The left foot comes off the ground to eventually be placed at the front of the circle a little pass the centerline

&nce the left foot makes contact, the thrower enters the e"plosive part of the throw

/ith the right foot now planted at the center of the circle and the left foot planted at the front of the circle, the thrower e"plodes and accelerates the turning of the upper body against the firmly anchored lower body

The discus at the beginning of this e"plosion should be about shoulder height, then it is dropped to hip height, and release at shoulder height

>a0e"in The most important aspect in javelin throw is the velocity of the release that developed in the run+up, the tor'ue created by the thrower(s body and the transfer of these forces over the thrower(s plant leg. The angle of release is dependent on the ability of the thrower.

Approach The approach covers 44.F to D= m, with crossover steps in the final F or H strides The crossover steps allow the thrower to place the body in a strong throwing position )lant The thrower plants the leg opposite the throwing arm in front of the body with a long last stride The javelin is pulled back, and the shoulders are rotated back to create tor'ue in the body Throw The throw initiated by an e"plosive push by the rear leg that drives the body over the plant leg The shoulders and the arms follow the leg drive as they rotate into the throw The final wrist flick and body follow+through further accelerate the javelin at release Erip Larieties of grip are used, but for all of them the hand must be in contact with the cord grip The palm should face upward, and the thrower should pull straight through the shaft to the tip into the proper release angle and direction The final wrist and finger drive should be against the cord grip and through the tip, to impart spin of the javelin and stabili9e its flight

Hammer Thro2 ammer throw re'uire a high degree of skill as well as balance, strength, power, speed, and very specific motor patterns. The hammer is a rhythm event thus it re'uire many hours of drills to coordinate the balanced movements of the body. The basic parts of the throw are preliminary swings, entry, turns, low and high points of the swings and the release. The throw must be viewed as a whole, linked by its various parts. Techni'ue% The thrower begins from a position facing the opposite direction of the throw and toward the edge of the circle ,eet appro"imately shoulder+width apart, arms e"tended, and body weight over the leg on the side of the hammer The throw initiated with one or two preliminary swings around the head while facing the starting position in the back of the circle The thrower then accelerates into three+and+a+half complete turns with the hammer The hammer thrower attempts to build ma"imum velocity in the hammer head during the turns /hile rotating through the three+and+a+half turns, the hammer moves progressively from a low point to a high point and reaches a final angle of appro"imately DF degrees at the release #.# Ba$ic Ru"e$

E0ent$

Ru"e$

Runnin* E0ent$

*tarting blocks must be used for all races up to and including D== meters Ip to D== meters, starting command is .on your mark, set0 and the gun fired about 2 seconds after everyone is up and motionless

<aces over D== meters, the starting command is .set0 and the gun fired 2 methods of timing are considered official, hand timing ?manual@ and fully automatic timing. and times are recorded to the ne"t tenth of a second. Add .2D seconds to hand times to convert to fully automatic times

A false start is declared if the runner jumps the gun. A runner is dis'ualified after the second false start A competitor who cuts in front of another runner without proper clearance of one full strides shall be dis'ualified

In all races run in lanes, runners shall start and finish in their assigned lanes

Hurd"e$

All competitors must clear, within their lane, the re'uired number of hurdles The hurdler may not run around the side of the hurdles, trail the leg below the level of the hurdle bar, run out of her or his lane, impede another hurdler, or deliberately knock down a hurdle with the hand or foot

The entire body must pass over the hurdle

Re"a)$

The baton must be passed in 2=+meter passing 9one The runner must remain in his or her lane and not

interfere with other team e"changes The baton(s position, not the body of either athlete, is the decisive point in determining if the e"change occurred within the 9one The baton must be carried in the hand, and if dropped, must be recovered by the athlete who dropped it The last runner of the race must have the baton

Hi*h >um%

A legal high jump is one in which competitor jumps from one foot The crossbar must be cleared without displacement It is a failed attempt when, after clearing the bar and landing in the pit, the jumper stumbles against the uprights and displaces the crossbar

Po"e ?au"t

The crossbar must be cleared without displacement either with the body or the pole It is a failed attempt if the vaulter leaves the ground in an attempt to vault and fails to clear the bar A trial or failure may not be counted if a vaulter(s pole breaks during an attempt to clear the bar The pole may be of any material or combination of materials, and it may be of any si9e and weight The landing pad measured beyond the vertical plane of the stopboard shall be a minimum of D.CC m wide and 4.HH m deep

Lon* and Tri%"e

The jumper(s shoe must not e"tend over the foul line

>um%

The jumper must leave the pit under control beyond his or her mark made in the sand The triple jumper must take off and land on the same foot in the first jump, and any landing is permissible following the final jump

In attempting a jump, it is foul jump if the jumpers runs beyond the foul line e"tended

Shot Put and &i$cu$

$ust start from a stationary position $ust not leave the circle until the implement has touched the ground $ust not e"it from the back half of the circle once the implement has landed The implement must land within the sector The proper implement must be used The shot must be held in close pro"imity to the chin, and the throwing arm must not drop behind or below the shoulder level

No tape is allowed on hands unless there is an open cut or wound. Eloves are not permitted There are no form re'uirements while throwing the discus $ust not touch the tip of the stopboard or ring, or outside the circle

>a0e"in

The throw must land within the sector The javelin must be held by the cord grip A regulation javelin must be used

It shall be a foul and not measured if during the attempt to throw, the thrower touches with any part of the body, any surface of the foul line, the run+up lines, or the area outside of the foul line or run+up lines

Hammer Thro2

The throw must land within the sector 6uring the throw, the competitor must not leave the circle The hammer must be legal Eloves may be used

#./

Sa-et) Precaution$ )roper warm up with a few fle"ibility and conditioning e"ercises prior to practice or competition to prepare the body and prevent injury /ear shoes that are suitable for the individual events and make sure they fit properly Take proper care of e'uipment Ise caution in all throwing events. Carry the implements back to the thrower and make sure the throwing area is clear Check all jumping surfaces for stability and firmness. Take special precautions for wet, slippery conditions

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Teachin* Con$ideration$

Teaching and coaching track and field re'uire the basic understanding of the physical and mental responses to training as well as a general knowledge of e"ercise physiology and biomechanical principles need to be used as a guideline in planning training programs. These guidelines should include the following principles%

Princi%"e$

&e$cri%tion$

*pecificity of Training

Training should be specific to the re'uirements of the event in terms of the development of strength, power, speed, fle"ibility, and the aerobic and anaerobic energy systems

Training 7oads

The appropriate intensity, fre'uency, and duration of training should be well planned The principle of gradual progressive overloads should be followed to allow for training adaptation

Individuality

-ach individual has uni'ue ability and skills A sensitivity to genetic and ac'uired differences should be considered 1ody si9e and composition and muscle type should be evaluated Individual temperament and tolerances should also be considered

Adaptation to

Ade'uate rest and recovery cycles should be included

*tress

in the training to allow for positive adaptation The .hard day, easy day0 principle is a good policy to follow &vertraining can lead to injury, staleness, and burnout thus athlete needs regular recovery periods, both physically and psychologically

#.6

C"a$$ or Team :ana*ement As to achieve the various training goals, management re'uires a careful planning. The following tasks should be considered% *etting individual and group goals 6esigning daily, weekly, and monthly practice schedule )roviding for e'uipment needs *taffing and teaching strategies )roper selection and grouping of athletes into appropriate events Testing and evaluation of performances $otivational techni'ues and strategies

#.;

Conc"u$ion As a core sport in school, it re'uires every single teacher to at least have knowledge of skill, basic techni'ues and rules of the athletic track and field events. This is important to ensure teacher can administer student athletes for the school sport day. 1esides, teacher can guide and trained potential student to be a successful athletes. *ince athletic develop fitness as whole, teacher can help student to stay fit and healthy by this activity.the correct techni'ue help to reduce the pain of injury as well. Therefore, teacher

needs to have the basic skill and techni'ue for this athletic track and field event.

SELF-TEST SELF-TEST 1 1 De/&r'#e De/&r'#e "2e "2e #a/'& #a/'& r*le/ r*le/ o+ o+ 2*r)le/ 2*r)le/

What What are are the the undamentals undamentals skills skills o o throw throw e%ent? e%ent? E"plain E"plain all# all#

(ISCUSSION (ISCUSSION )UESTIONS! )UESTIONS!

O*"l'(e O*"l'(e a() a() )'/&*// )'/&*// a a "ra'('(0 "ra'('(0 4ro0ra1 4ro0ra1 +or +or /ele&"e) /ele&"e) "ra&6 "ra&6 a() a() +'el) +'el) e,e("/. e,e("/.

CHAPTER / RECREATION O3T&OOR

LEARNING OUTCOMES When you complete this module will be ble to! E"pl in nd desc#ibe the b sic o% outdoo# #ec#e tion &e ble to 'now the bene%it o% outdoo# &e ble to 'now the * lues o% ou#doo#

/.0

Introduction -"periential education is learning by doing or by participating in an e"perience. Through direct e"periences with nature, people, objects, things, places and by actually learning by doing, scientific evidence has shown that the learning process is faster, what is learned is retained longer, and there is greater appreciation and understanding for those things that are learned firsthand. &utdoor education is a form of e"periential education that is important in society today.

/.1

Outdoor Education
O*")oor e)*&a"'o( */*all re+er/ "o or0a('<e) lear('(0 '( a( o*")oor /e""'(0.

O*")oor Lear('(0 2a/ #e&o1e a 1ore &o("e14orar "er1 +or ar0*a#l "2e /a1e "2'(0, #*" '" re+le&"/ 5ell "2e )'/"'(&"'o( #e"5ee( )'/&o,er Ha&"',e lear('(0 (52'&2 Ar)ro 4ro1o"e/! a() )')a&"'& e)*&a"'o(, 52'&2 '/ 1ore "2e )o1a'( o+ 1a'(/"rea1 e)*&a"'o(. O*")oor e)*&a"'o( 4ro0ra1/ */*all '(,ol,e re/')e("'al or 3o*r(e 7#a/e) eB4er'e(&e/ '( 52'&2 /"*)e("/ 4ar"'&'4a"e '( a ,ar'e" )o5(74la e) e'"2er. De+'('"'o( o+ O*")oor E)*&a"'o( O*")oor e)*&a"'o( &a( #e /'14l )e/&r'#e) a/ eB4er'e("'al lear('(0 '( "2e o+ a),e("*ro*/, 1e1ora#le &2alle(0e/. T2e &o11*('" a/4e&" o+ l','(0 '( a re/')e("'al e(,'ro(1e(" +or a 4er'o) o+ "'1e /2o*l) (o" #e

o*")oor/. T2e "er1 Io*")oor e)*&a"'o(J, 2o5e,er, '/ 5')el */e) "o re+er "o a ra(0e o+ or0a('<e) a&"','"'e/, 52'&2 "a6e 4la&e '( a ,ar'e" o+ 5a /, '( 4re)o1'(a("l o*")oor e(,'ro(1e("/. &utdoor education programs sometimes involve residential or 3o*r(e +

based e"periences in which students participate in a variety of adventurous challenges in the form of o*")oor a&"','"'e/ such as 2'6'(0, &l'1#'(0, &a(oe'(0, ro4e/ &o*r/e/, and 0ro*4 0a1e/. &utdoor education draws upon the philosophy, theory, and practices of eB4er'e("'al e)*&a"'o( and e(,'ro(1e("al e)*&a"'o(. &utdoor recreation activities have been defined as those activities that% are undertaken outside the confines of buildings ?i.e., in the outdoors@J

do not involve organi9ed competition or formal rules can be undertaken without the e"istence of any built facility or infrastructure may re'uire large areas of land, water and3or airJ may re'uire outdoor areas of predominantly unmodified natural landscape

The outdoor education must encompass% an educational element which stimulates personal and social development an e"perience which includes themes of .outdoor0, .adventure0, and .education0 learning as an e"periential process which utili9es direct e"periences an increased self and social awareness, plus increased awareness of community and environment /. Bene-it$ o- Outdoor Education ealth 1enefits )ersonal health, including psychological health, is one of the important outcomes of outdoor recreation participation. )sychological health can be demonstrated as% *tress reduction8. <ela"ation, rest and revitali9ation all happen as people participate in outdoor activities. The influence of a natural environment, the opportunity to escape the pressures of urban life and the sense of achievement that occurs through participation all contribute to increasing the ability of individuals to deal with the world around them. Eood self+esteem and positive self+image8. Achievement, stress reduction, positive lifestyle options and choices all contribute to individuals( feelings of having control over their life and of success.

7ife satisfaction, inspiration and self+reali9ation8. $any individuals use outdoor recreation as a major motivating force. Instead of describing themselves as a teacher or a banker many people prefer to describe themselves as a rock climber or a bushwalker. The personal rewards and satisfaction they achieve through their participation mean that many participants regard it as an integral component of their life, providing the impetus for work and participation in their community, and the goal at the end of the week can all be provided by their activity.

)hysical health can be demonstrated in all active people through% reduced heart disease decreased obesity greater fitness

-nvironmental 1enefits &utdoor recreation participants have historically demonstrated their willingness to preserve the conservation values of sites through substitution, maintenance and rehabilitation projects arising through an active communication and consultation process with landholders. &utdoor recreation participants are likely to be highly motivated to assist in conservation initiatives on a site to which they feel attached. Collaboration and consultation with these groups and individuals are likely to result in successful communication of and compliance with restrictions on sites with conservation values that are incompatible with outdoor recreation use

&utdoor recreation activities based in natural environments raise the profile and community importance of looking after these places, providing insurance for a new and improved environmental future.

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The ?a"ue$ o- Outdoor Education )romote active learning through direct personal e"perience and offer e"citement, fun and

adventure within a framework of safety Active learning and adventure outdoors can take place in a variety of environments% rural and urban, local and more remote. &utdoor education, training and recreation involve both young people and adults in a wide range of e"periences, including adventurous activities on land and water and activities with an environmental focus. $ethods used include skills+focused learning, problem solving, team building and self+reliant journeys and activities, with residential e"perience an especially valued feature Challenging e"perience outdoors impacts powerfully upon a young person(s intellectual, physical, spiritual, social and moral development

Ise of the outdoors makes a major contribution to physical and environmental education and enhances many other curriculum areas. It contributes to personal growth and social awareness and develops skills for life and the world of work. Mualities such as a sense of responsibility and a purpose in life are nurtured. There is also a great deal of intrinsic enjoyment and satisfaction to be e"perienced from participation in outdoor activities.

1uilding self confidence and self esteem is fundamental to any young person(s development &utdoor activities provide valuable alternative, often non+competitive, avenues for achievement, as well as opportunities to develop independence and self reliance. Through successfully facing up to the challenges which outdoor activities provide, overcoming fears and apprehensions along the way, young people make major strides in confidence, with implications for all aspects of their development. A positive attitude to learning is essential if young people are to make the most of their education )articipation in e"citing and enjoyable outdoor activities with teachers, youth

workers and peers reinforces a positive attitude to education and contributes significantly to the general ethos of a school or youth group. 6irect e"perience out of doors stimulates and reinforces learning across many areas of the curriculum, and the use of the outdoors encourages young people to take greater responsibility for their own learning Awareness of the needs and contributions of others and the ability to sustain effective relationships, at work and in the family, are vital in today(s society

-"perience in the outdoors provides rich opportunities for personal and social development through carefully structured group work in challenging situations. Trust, care, tolerance and the willingness to give and accept support are all encouraged and anti+social behavior is challenged. &pportunities are presented to e"hibit and develop effective inter+personal behavior and to work co+operatively and effectively in teams.

The purposeful use of leisure time is increasingly seen as making an important contribution to a fulfilling lifestyle &utdoor recreation introduces young people to a range of worthwhile leisure pursuits which will enrich their future lives, and develops the skills and knowledge essential for safe participation. &utdoor e"ercise contributes greatly to health and fitness and continuing participation in outdoor pursuits encourages the maintenance of a healthy lifestyle into middle age and beyond. &ur relationship with the environment is a key issue facing tomorrow(s citi9ens Active learning and adventure outdoors introduces young people to the environment in a way which develops understanding appreciation, awe, wonder and respect. It fosters sensitivity to the environment, helps young people to see themselves in a global conte"t and helps to develop citi9ens with an awareness of the need for sustainable use of the world(s natural resources Tomorrow(s successful citi9ens will possess the adaptability to cope with a rapidly changing world of work and the responsibility to be an effective member of a

community Challenging outdoor e"periences promote the development of communication, problem solving and decision making skills which have currency across a range of occupations. They encourage a positive .opting in0 and .can do0 attitude. :oung people(s hori9ons are broadened, new challenges come to be relished rather than shunned, and perseverance and determination are reinforced. Lalues and attitudes developed in a conte"t of shared endeavor help to form a sound basis for responsible citi9enship /./ Conc"u$ion -"perience of outdoor education is both uni'ue to the individual and e'ually just as prone to development and change. &utdoor education is the blending of both adventure and environment approaches into a program of activities or e"periences. Through e"posure to the outdoor setting, individual learn about their relationship with the natural environment, relationships between the various concepts of natural ecosystems and personal relationships with others and their inner self. &utdoor education as one means of assisting each student in developing an attitude of personal responsibility for our finite and fragile environment. This 'uality need to be adding to the curriculum view of the school teacher.

SELF-TEST SELF-TEST 1 1 E"plain E"plain outdoor outdoor re!reation re!reation edu!ation# edu!ation#

E"plain E"plain bene bene it it outdoor outdoor re!reation# re!reation#

(ISCUSSION (ISCUSSION )UESTIONS! )UESTIONS! Wh Wh t t #e #e the the * * lues lues th th t t you you $ $ in in in in outdoo# outdoo# #ec#e #ec#e tion tion cti*ity+ cti*ity+ E"pl E"pl in in in in school school b b sed sed p#o$# p#o$# m, m,

CHAPTER 4 RECREATION SA1ET@

LEARNING OUTCOMES When you complete this module will be ble to! E"pl in nd desc#ibe the impo#t nce o% s %ety in outdoo# &e ble 'now the p#inciples o% s %ety in outdoo# &e ble to 'now the le de#ship %unction in s %ety outdoo#

4.0

Introduction *afety management has been continuously developed and has emerged as a distinct discipline. $any organi9ation reali9e that the preventing or avoiding looses improves the bottom line, but controlling ha9ards, managing risks and maintaining

proactive safety program are essential activities still overlooked by many top leadership management. A well organi9ed safety program plays a vital role in meeting the challenges of providing effective patient care and other services within a safe environment. Integrating safety into the care environment using a systems approach remains the most proven method for achieving these desired results. The challenges facing organi9ations include% $aking safety an integral part of job performance. Inderstanding accidents and their relationship to cost, time and performance factors. -ducating all personnel on basic safety management concepts and principle. Increasing involvement of staff and departments in the safety program. -stablishing a functional safety committee that can make a difference. Implementing as effective system of information collection and evaluation. Conducting safety related causation analyses. Applying system safety orientation, training and education sessions. ,ocusing on unsafe behaviors as well as ha9ard control.

&e-inition o- Sa-et)
Sa+e" '/ "2e /"a"e o+ #e'(0 K/a+eK, "2e &o()'"'o( o+ #e'(0 4ro"e&"e) a0a'(/" 42 /'&al, /o&'al, /4'r'"*al, +'(a(&'al, 4ol'"'&al, e1o"'o(al, o&&*4a"'o(al, 4/ &2olo0'&al, e)*&a"'o(al or o"2er " 4e/ or &o(/e9*e(&e/ o+ +a'l*re, )a1a0e , error, a&&')e("/, 2ar1 or a( o"2er e,e(" 52'&2 &o*l) #e &o(/')ere) (o(7)e/'ra#le. Sa+e" &a( al/o #e )e+'(e) "o #e "2e &o("rol o+ re&o0('<e) 2a<ar)/ "o a&2'e,e a( a&&e4"a#le le,el o+ r'/6. T2'/ &a( "a6e "2e +or1 o+ #e'(0 4ro"e&"e) +ro1 "2e e,e(" or +ro1 eB4o/*re "o /o1e"2'(0 "2a" &a*/e/ 2eal"2 or e&o(o1'&al lo//e/. I" &a( '(&l*)e 4ro"e&"'o( o+ 4eo4le or o+ 4o//e//'o(/. T 4e/ o+ Sa+e"

I" '/ '14or"a(" "o )'/"'(0*'/2 #e"5ee( 4ro)*&"/ "2a" 1ee" /"a()ar)/, "2a" are /a+e, a() "2o/e "2a" 1erel +eel /a+e. T2e 2'025a /a+e" &o11*('" */e/ "2e/e "er1/C Nor1a"',e /a+e" Nor1a"',e /a+e" '/ a "er1 */e) "o )e/&r'#e 4ro)*&"/ or )e/'0(/ "2a" 1ee" a44l'&a#le )e/'0( /"a()ar)/ a() 4ro"e&"'o(. S*#/"a("',e /a+e" S*#/"a("',e or o#3e&"',e /a+e" 1ea(/ "2a" "2e real75orl) /a+e" 2'/"or '/ +a,ora#le, 52e"2er or (o" /"a()ar)/ are 1e". Per&e',e) /a+e"

)erceived or subjective safety refers to the level of comfort of users. ,or e"ample, traffic signals are perceived as safe, yet under some circumstances, they can increase traffic crashes at an intersection. Traffic roundabouts have a generally favorable safety record yet often make drivers nervous. 4.1 Sa-et) :ana*ement Princi%"e Accidents, injuries and loss events occur as a result of management deficiencies and reveal the e"isting of managerial and leadership problems. The following actions should be taken to minimi9e the likelihood of accidents% Correct the causal factors to make better use of human and material resources. Inderstanding that placing blame never addresses real safety problem. Ise analysis to help pinpoint system problems. Improve safety throughout the organi9ation by integrating safety programs into all functions within the organi9ation. Improve organi9ational performance and the bottom line.

6etermine ways to reduce the costs of accidents, insurance, e'uipment, hiring and training.

1olster worker morale and promote good public relations.

4.

:ana*ement E--iciencie$ and Sa-et) $anagement deficiencies and inefficiencies lead to errors of omission and commission. $anagement deficiencies set the stage for accident events. $ost accidents result in interruptions and the loss of someone(s time. Eood management eliminates the causes of accidents while poor management generates accidents. The occurrence of accidents has a domino effect on the entire organi9ation.

Sa-et) Pro*ram 1undamenta" Top management must demonstrate a total commitment to the organi9ation(s safety program. An effective program considers maintaining worker safety to be a fundamental responsibility of the organi9ation% /orkplace Analysis $anagement must ensure that effective workplace ha9ard surveys are conducted. a9ard information must be accurately analy9ed to better permit the organi9ation to anticipate and prevent accidents. Accidents )revention and a9ard Control &rgani9ations should stress accident prevention and safe work practices to all employees. Actions should be taken to control ha9ards through the design of work areas or job task itself. /hen it is not feasible to eliminate ha9ardous conditions, the organi9ation must

implement measures to protect individuals from unsafe conditions or unhealthy e"posures. -mployee Training Training is the key to success. The mature of the training depends on the type, si9e and comple"ity of the organi9ation. Training is also based on potential ha9ards, risks or e"posures present

Coordinatin* Sa-et) Coordinating ha9ard control and safety activities that address behaviors can be difficult for a number of reasons. Coordination can(t take place unless the cultural and communication aspects of the organi9ation are understood. The coordinating function of management is the vehicle to change behaviors and e"pectations. <esult occurs when the culture is understood, communication is effective and coordination takes place. $anagement commitment provides the motivating force for organi9ing and controlling safety related programs. A clearly stated worksite policy regarding safety and working conditions demonstrates the priority management has placed on safety in relation to other organi9ational values. Po"ic) Statement$ Eood policy statements e"press a belief or philosophy. An understanding philosophy regarding safety provides the foundation for an organi9ational policy statement and a good policy statement provides direction for meeting established safety goals or objectives. *enior leadership must approve the safety policy statement. 6eveloping a *afety )olicy *tatement% 6evelop a safety policy that effectively e"presses a belief or philosophy. )ublish the policy in writing, using clear and easy to understand language. 1e sure the policy is written using broad terms and that it focuses on long range objectives. Inderstand that effective policies support a proactive, not reactive and approach to

safety. <emember that the policy must promote direct involvement by all organi9ational members and departments. )lan to use a well written safety policy for at least F years. Inderstand the changing policies can create confusion with regard to the direction of the safety program. 6on(t focus too much on compliance issuesJ instead promote safety as being the right thing to do. <ecommended that the policy address the importance of off the job safety. Allow senior management to publici9e the policy.

Sa-et) En0ironment$ It is consists the buildings, e'uipment and people. A proper design and management of the physical environment contribute to creating a safe and comfortable environment of care that helps support and maintain patient dignity, promotes interaction, reduces stress and encourages family participation in the care process. -nvironment *afety Challenges -stablishing a multidisciplinary process or committee to resolve care environment issues. Appointing appropriate representation from clinical, administrative and support areas. Identifying and analy9ing care and environment issues in a timely manner. 6eveloping and approving recommendations for improvement as appropriate. -stablishing appropriate measurement guidelines with appropriate staff input. Communicating issues to organi9ational leaders and improvement coordinator. Coordinating environmental safety issues with leadership of the patient safety program.

1asics *afety -nvironment Considerations% )roper lighting. )rivacy. Appropriate use of space that considers the clinical philosophy of care. *ecurity of person, property and valuables. &rientation and access to nature and the outside. Color schemes that enhance care. <eductions and control of environmental ha9ards and risks. 6eveloping an environment that minimi9es unnecessary environmental stress.

7eadership <esponsibilities% )ublish a safety policy that e"presses commitment to the program. -stablish realistic safety goals and e"pectations. )rovide the resources necessary to ensure achievement of these goals. Communicate the importance of the program to staff members. Assign responsibilities and authority as necessary to carry out the plan. old the organi9ational members accountable for safety goals and objectives. )ersonally communicate safety at every opportunity. -stablish an off the job safety related topics is to be discussed at all meetings or training sessions. Implement an effective education program for all third shift workers. -ncourage key department managers to personali9e the safety message. )romote safety as a proactive endeavor that pays off by improving the system

*afety *upervisor <esponsibilities% Analy9e work areas to identify unrecogni9ed potential ha9ards. $aintain personal protective and ensure it proper use.

)rovide job training on potential occupational ha9ards. 1e sure that workers know the protective measures to follow. <einforce employee training through continual performance feedback. -nforce compliance with safety rule and practices. Complete accident reports and conduct initial investigations. Conduct periodic safety inspections.

/orker Involvement% Appointing the employees to positions in the safety program. )lacing hourly workers on safety committee. <e'uiring workers to report accidents and injuries immediately. )roviding 'uick responses to concerns about safety. Assessing and correcting problems and ha9ardous conditions. Training and educating workers on a recurring basis.

Succe$$-u" Sa-et) Pro*ram$ *afety programs developed to fit the needs of an organi9ational can be succeeding if the plan properly managed. *tress results oriented activities based on defined goals. Investigate and analy9e causal factors that result in loss. 6evelop a management actions plan in addition to publishing policies. -stablish measurement criteria to assess program effectiveness.

)ublish contingency plans to deal with potential problems.

/ritten )rogram ConsiderationsA Implement a program structure that best serves the organi9ation. -nsure that the program utili9es a systems approach that integrates safety. Assign responsibilities and delegate authority to a 'ualified safety officer or director. -stablish lines of communication within the safety management function. 6evelop comprehensive orientation, training and education programs. *pecifically address patient, worker, visitor and community safety objectives. *tress accidents prevention and worker(s compensation cost containment. 6evelop effective reporting, ha9ard identification and investigation procedures

6eveloping or <evising a /ritten *afety )rogram Assessment: a. <eview statistics, claims, trends and severity or fre'uency rates. b. -valuate effectiveness and scope of current loss control practices c. Talk with workers to reveal their feelings, perceptions and reactions. d. Identify any other problem areas that impact loss control efforts. Organizational Safety Policy Statement: a. 1e sure that a philosophy has been defined before publishing any safety policy statement. b. &btain approval to issue the policy statement from the highest level in the organi9ation. c. /rite the policy statement using simple language that communicates to everyone

involved. d. *tate objectives in broad terms in terms in the statement, as detail will be provided in the written safety program. e. Inderstand that an effective safety policy statement promotes integrated and decentrali9ed actions while at the same time it gave the organi9ational leaders the right to act. f. 6on(t allow the written safety program to conflict with the policy statement Assigning Authority and Responsibilities: a. ,ind the authority for implementing a safety program in the codes, regulations and organi9ational policy. b. Appoint a safety officer, director or coordinator to lead the program. c. Assign responsibilities and delegate authority to ensure program success. d. -nsure that all employees understand their responsibilities. Establishing Documentation and Training Procedures a. 6etermine recordkeeping re'uirements for injury and accident report. b. &btain all re'uired regulations, job procedures and safety regulations. c. )ublish written safety policies, job procedures and safety regulations. d. -stablish documentation re'uirements for all employee training sessions. e. 6evelop concise and complete job descriptions for all employees.

Developing Evaluation uidelines a. 6etermine how fre'uently to evaluate the program for effectiveness. b. Involve department heads by re'uiring periodic self inspections. c. Advise departments that safety officers will evaluate each department on a

regular basis.

Establishing a Safety !ommittee or Proves Team to Oversee the Safety "anagement Program a. Take a proactive role to promote and oversee safety activities. b. 1e given the authority to cross departmental boundaries. c. Take all actions necessary to accomplish program objectives. d. 1e structured to meet the needs of the organi9ation.

Sa-et) Committee$ It does not re'uire a specific type of safety committee but does re'uire a safety management proves to help develop, implement, evaluate and resolve safety matters. Committees or other processes must have representatives from administration, clinical and support department. &ther suggestions include the following% $ake recommendations related to program improvement or revision. <eport safety related activities to upper level management on regular basis. $aintain documentation of action and results of the management process. 6evelop a process of coordination between various departments.

Rea$on$ -or Ine--ecti0e Sa-et) Pro*ram$ *afety efforts focus on activities instead of behavioral elements. *afety problems and issues are not addressed using a systems approach. *enior leadership fails to define the organi9ational safety philosophy.

*afety education and training program focus too much on simply documenting attendance.

7eaders fail to address or deal with turf kings and 'ueens. -ffective accident investigation techni'ues are not implemented. <oot cause analysis methods are used only for patient safety not all safety events.

Sa-et) P"annin* It also re'uires a specific type of safety management plan that will provide a physical environment free of ha9ards. The plan must address ways to manage staff activities and reduce the risk of injuries at all campus facilities, as well as% &utline activities that will reduce the risk of human injury. -nsure the safety of grounds, facilities and e'uipment. )rovide readily identified and accessible emergency service areas. -stablish a risk assessment program to evaluate safety. )rovide for the appointment of a 'ualified safety officer. -stablish accident investigation procedures. <e'uire departments to develop safety programs. <e'uire safety training, orientation and education of all employees. -"amine safety issues raised by clinical departments. 6evelop plans to promote worker safety.

Sa-et) Committee Re%ort$ A general report should be compiled after each safety committee or process

management meeting. Circulate these reports to applicable departments and members of top management. -"amples of performance topics include% *afety deficiencies reported during the period. *ummary of causal factors that contributed to accidents. -mergency preparedness drill, criti'ues and plan activations. *tatus of the ha9ardous materials and waste management programs. 6ata on important issues, costly trends or ha9ards. -valuation information on safety program effectiveness. *ummary of trends, problem areas or accomplishments.

Sa-et) Re"ated &e-inition$ #azardJ a condition or practice with potential for loss under certain circumstances. #azard controlJ the practices of identifying, evaluating and controlling ha9ards to prevent or mitigate harm or damage to people, property or the environment. $ndustrial hygieneJ the art devoted to the anticipation, recognition, evaluation and control of environmental factors or stressors found in the workplace. The environmental factors addressed by industrial hygiene personnel include physical, ergonomic, biological and chemical ha9ards. Ris%J the chance that loss will occur under certain conditions. SafetyJ human actions taken to control reducer or prevent accidental loss.

Sa-et) :ana*ement and Re"ated &e-inition$ "anagement by e&emptionJ a decision made by a manager that was reached by

reviewing only pertinent information instead of reviewing all available information. "anagement by ob'ectiveJ a manager and subordinates agree on a predetermined course of action or objective. (ureaucratic organizational theoryJ a line organi9ation that creates a hierarchy with a chain of command. #uman needsJ physiological, safety, social acceptance, self esteem and self actuali9ation. !ost)benefit analysisJ a safety evaluation of a situation that focused in the comparative benefits of e"penditure. Overt cultureJ formal, e"pected, publish, visible or anticipated culture. !overt cultureJ informal or hidden culture that e"ist in every organi9ation. !ulture of trustJ a culture where worker have a voice and choice ?participate@. Turf %ing and *ueensJ managers who view only their issues as being important. Thin%ing outside the bo&J tapping the creativity, e"pertise and insights of people.

4.#

Sa-et) Leader$hi% Top leader should provide the framework for planning, directing, coordinating, providing and improving care, treatment and service to respond to community and patient needs and improve safety of the participants. *enior leadership must provide the foundation for an effective safety program by developing the organi9ational safety philosophy. It is not unusual for written safety policies of the organi9ations to conflict with the leadership philosophyJ for this reason senior leader must clearly define the safety philosophy before publishing any polices. The science and practices of safety strive to prevent losses, including injuries from occurring. <elated disciplines, such as risk

management and 'uality control, must support the organi9ational safety program. The safety, risk and 'uality functions must integrate their actions to address potential risks and ha9ards. The organi9ations permits and sometimes encourage each function or department to build its own .dynasty0. This results in turf leadership that makes it difficult to coordinate or communicate among departments. This is what to be keeps in mind% *afety performance re'uires planning, delegation and accountability. *afety goals must be e"pressed in specific terms. *afety becomes a value when people are allowed to have a voice and participate. *afety leadership deals with motivating, inspiring and rewarding success.

Sa-et) Leader$hi% Ba$ic$ #eep work areas safe from risks and ha9ards. -mphasi9es the importance of safe behaviors. -ducate employees regarding safety performance. Communicate clearly the organi9ation(s safety goals and objectives. $ake safety part of every job or task. )romote a total safety culture. #eep all employees informed regarding successes and failures. <eward safe behaviors. Correct unsafe as disciplinary tool. Never promote safety as simply a compliance issue.

)romote safety as the right thing to do. Inderstand that attitudes are caught, not taught. -mphasi9e good judgment and common sense. Inderstanding the relationships of culture, communication and coordination.

Goa"$ o- True Leader 4./ 6evelop a safety philosophy for the organi9ation. )lan and implement a comprehensive safety management program. Communicate clear safety goals and methods of achievement. Create an environment that allows the organi9ation to meet these establishes goals. -stablish a framework for supporting 'uality patient care and services. ,ocus on developing strategic operational plans. 6evelop clear lines of authority, responsibility and accountability. )resent safety as a value to be used as a reference point for management decisions. 6evelop the leadership skills of subordinate staff members. )rovide direction and ade'uate staffing for maintenance of all care services. Implement processes to measure, assess and maintenance of all care areas. )romote safety at every opportunity. )resent an off+the+job safety topic at every safety event. Never adopt a .one+si9e+fits+all0 safety mentality

Conc"u$ion

/hen leading outdoor trips, the safety of participants cannot be guaranteed. *afety management, or the practices used for protecting participants, is part of risk management, or the procedures for protecting the adventure organi9ation from liability. Therefore, teachers need to understand the important of safety to be implemented in their routine especially if outdoor education conducted.

SELF-TEST SELF-TEST 1 1 What What is is sa sa ety ety outdoor? outdoor? E"plain E"plain ea!h ea!h type type

What What are are the the undamental undamental o o sa sa ety ety in in outdoor outdoor re!reation? re!reation?

(ISCUSSION (ISCUSSION )UESTIONS! )UESTIONS! S S %ety %ety *e#y *e#y impo#t impo#t ntnt- i% i% you you #e #e the the le le de# de# %o# %o# outdoo# outdoo# p#o$# p#o$# mm- wh wh t t #e #e the the w w ys ys th th t t you you do do to to m m 'e 'e su#e su#e the the s s %ety %ety o% o% you# you# students students + + E"pl E"pl in in in in school school b b sed sed p#o$# p#o$# m, m,
CHAPTER 6 LEA&ERSHIP :OTI?ATION

LEARNING OUTCOMES When you complete this module will be ble to! E"pl in nd desc#ibe the b sic moti* tion %unction &e ble 'now the p#ocess o% moti* tion &e ble to 'now how to m n $e moti* tion

6.0

Introduction $otivation is very important to all people as a factor that initiate or factors that starting, sustain or continue and stop our behavior. $otivation that people should have before them starting to do something either it good or bad. It motivated them to do something. The study of motivation is the study of the causes of human behavior. Therefore, teacher need to apply motivation cues to the children to keep them motivated either in their study or even co curricular activities and so as in their daily live.

6.1

The Nature o- :oti0ation The nature of motivation is a psychological e"planation why we behave in the ways we do. It also can be clarify as any internal condition within us that appears to produce our goal directed behavior.

&e-inition o- :oti0ation $otivation refers to the factors or motives that initiate, sustain, and stop behavior. $otives can be divided into primary and secondary motives% )rimary $otives o )rimary motive is a physiological drive such as hunger, thirst, sleep and so on. o The action is thought to be innate. *econdary $otives o *econdary motive is reflecting social demands on the individual and include the need for affiliation, recognition, autonomy, acceptance, and dominance. o It is thought to be learned

$otivation also can be e"plained in terms of direction of effort and Intensity of effort. The direction of effort refers to whether an individual seeks out, approaches, or is attracted to certain situation while intensity of effort is refers to how much effort a person put forth in a particular situation.

6.

:oti0ation Proce$$

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)eople(s motivation can be based on an understanding of the motivational theories. There are three categories of theories in the motivation process which is need, cognitive, and reinforcement. The motivation process is composed of three main elements. &ur inner needs such as food, friendship and self+fulfillment and our cognitions such as knowledge and thoughts about efforts that we might e"pand and rewards that we might receive lead to various behaviors. They may result in rewards because the assuming that the behaviors are appropriate to the situation. These rewards in turn help reinforce our behaviors by filling our needs and confirming our knowledge. The process also can work in reverse. 1ecause lack of rewards, it may lead to unfulfilled needs, leave behaviors unreinforced, and influence our thinking about where not to e"pend our efforts in Need the future. Theor)

Need theory include $aslow(s hierarchy of needs, the -<E theory, and the ac'uired+needs theory. $aslow ierarchy of Needs
Sel+7a&"*al'<a"'o( (ee)/ E/"ee1 (ee)/ So&'al (ee)/ Sa+e" (ee)/ P2 /'olo0'&al (ee)/

er9berg(s two+factor theory,

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Need for survival or basic physiological needs such as food, water and shelter 7evel of $aslow ierarchy Needs Theory 8 *afety Needs

&nce physiological needs are met, we ne"t concern ourselves with safety needs, those that of help $aslow us feel secure Needs and Theory free 8 from *ocial threats Needs

4rd

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*ocial or attention to relationships with others in order to fulfill our need for belonging is another level in $aslow(s theory.

Dth

ere we try to satisfy our desire to affiliate with and be accepted by others. 7evel of $aslow ierarchy Needs Theory 8 -steem Needs

-steem needs, is the desire to have a positive self+image and to have our contributions valued ierarchy and Needs appreciated Theory 8 by others. Needs

Fft 7evel

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The highest level of $aslow(s Needs Theory is self actuali9ation needs.

ere we are concerned with testing our creativity, seeing our ideas implemented, developing our talents, and trying new things.

Co*niti0e

Theor)

The cognitive element in the motivation process attempt to isolate the thinking patterns that we use in deciding whether to behave in a certain way. *ome of the cognitive -"pectancy theories are e"pectancy, e'uity, and goal setting. Theory

The e"pectancy theory suggest that people will act based on their perceived likelihood that their effort will lead to a certain outcome, and on how highly they value the outcome. Therefore, the 5work( of motivation is within a person(s beliefs. In fact, according to the theory, people developed three important motivation beliefs, e"pectancy, which links behavior to outcome, and valence which also links behavior to outcome.

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-"pectancy )eople!s perception about the likelihood that their efforts will enable them to successfully carry out their behavioral goals.

8 8

Can good

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N 8 8 8 8

Instrumentality )erceived likelihood that a behavior will be followed by a particular outcome. Can on outcome range a of a from lucky good high break, e"am to low etc@ grade. -.g. % There are other ways to achieve the good grade outcome ?cheating, counting The students must believe the behavior is instrumental in achieving the desired

N 8 8 8 8

Lalence Lalue Can Can the be be outcome positive negative holds for ?missed the person for evening contemplating graduate with it. school@ friends@ ?admission

/hen the students e"pect studying hard will directly lead to a good e"am grade and when she really wants to perform well on the e"am so that she can secure admission to graduate school, she will study hard for it. Theor)
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1ehaviors having pleasant3positive conse'uences are more likely to be repeated. 1ehaviors having unpleasant or negative conse'uences are less likely to be repeated. *timulus % cue for behavior, followed by conse'uences

6.#

Intrin$ic and EBtrin$ic :oti0ation An application of the ideas in behaviorism is to say there are two broad classes% intrinsic N Intrinsic 8 8 8 8 N 1ehavior Not Comes -.g.% helping -"trinsic 8 /hich comes from the outside pursued from primarily within another itself from the some other individual person. rewarding benefit and e"trinsic motivation.

uda want to donate her fruit(s to the aunty because she is interesting and

8 8

<eward is established artificially and usually given by an outsider ?parent, teacher or Nike sport shoes from his mom. boss@ -.g.% A9lan Ibrahim wants to score .A0 in $athematics because he will get a new

6./

:ana*in* :oti0ation 1ased on these theories and concepts, advice is available for the recreation leader on managing motivation. ,or e"ample, here are some fundamental guidelines for leaders in building motivation in recreation activity participants and organi9ational staff. B. /hen trying to enhance motivation, consider both situational and personal factors The result of combination of a personal and situational factor interacts to cause to 2. <eali9e that be people people have multiples lack motives for motivation. involvement

)eople participate in a particular activity usually for more than one reason. ,or e"ample, you might lift weights because you want to tone your body and also because your friends are avid weights lifters and you enjoy the camaraderie.

,or e"ample, from studies on e"ercise participation, the major cited include% ,or ,or beginning Improve /eight ,itness *elf+challenge ,eel continuing -njoyment an of e"ercise better program% program an poor e"ercise program% health loss

 4. As

7eadership Activity *ocial well, to people often have when competing aren(t motives have for type enjoyment involvement hours.

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choose

enough

,or e"ample, tonight we want to both lift weight at a fitness club and study for tomorrow(s e"am.

<ecreation leader need to be aware of such conflicting interests as they can have an important influence on participation.

D. <emember Can

that be

people uni'ue

have to

uni'ue each

motives individual

,or e"ample, in addition to the more typical motives for e"ercise listed, there are also some rather idiosyncratic one discovered by research, such as e"tra attention, critical comments from others, achieving control of mind over body, and habit. change need to be motivated by over the recreation time leader.

F. $otives )articipation

)articipation motivation in recreation is not static, but can be altered as a result of the participation.

,or e"ample, from the list of e"ercise motives, motives for staying with a )rogram are different from those that motivated participation in the first place.

H. 7eaders It is the

influence most important

motivation guidelines.

As a recreation leader, we have a critical role in influencing participant motivation.

,or e"ample, a playground leader who is energetic and enthusiastic about the games will, based on this kind of personality alone, influence the participant(s interest in playing them. 1ut, on the day the playground leader has a headache and is not as cheerful, participants will likely be less motivated to play the games.

6.4

Increa$in*

Intrin$ic

:oti0ation

)articular recreation behaviors seek to be encouraged through the recreation leaders by increasing the intrinsic motivation. There is some initiative for creating perceptions of success. B. )rovide 7owering the for basket for successful young basketball e"perience players

/ill more likely increase intrinsic motivation for participating in these activities verbal and non verbal praise

2. Itili9e

)raises provides positive feedback and helps participants continue to participate and strive to improve. This is especially important for participants who are 5second string( or not particularly skilled in an activity and get little recognition otherwise.

4. $i"ed

up

participants

in

decision

making

In making a decision, all of the members and participants need to allowed and given achievement. a more responsibility to them. Can enhance their perceptions of control and lead to feelings of personal

6.6

Em%o2erment According to the researcher, 1ateman O *nell, 2==2, empowerment is the process of sharing the power with others. -mpowerment works by changing beliefs ?from feeling powerless to feeling powerful@. It helps people to feel that their contributions have meaning that they are competent, and they have choices. As the result from that, people take more initiative and preserve longer.

As leaders, empowering others re'uires to simplify our view of what we think we can do. /e will not be able to motivate them if we can develop a solid and wide perspective on what others can do and how they can play a part. 1ased on Clawson, B>>>, there are two factors which critical to this which is the basic underlying about others and clarity in identifying the critical skills we desire in others. ,irst, in developing suitable assumptions about others, a powerful leadership approach is to assume that people have talents, can learn new ones, and have a basic desire to do well. These assumptions need to make as broad as possible. /e cannot empower people if our basic assumptions are that the people with whom we work and lead are limited. The people will respond accordingly if we able to imagine people as growing, learning, developing beings and are willing to invest in that growth.

The second factor in illuminating what others can contribute is recogni9ing the critical skills needed. &ccasionally we view people only according to a narrow set of abilities. ,or e"ample, we see an athlete only in terms of her physical skills, and miss altogether her intellectual, social, or other skills. As well, we sometimes don(t define skills finely enough. ,or e"ample, we see an athlete in terms of her physical skills generally, missing the sub skills of learning, team play, fle"ibility, commitment, -or the and so Recreation on. Leader

6.;

Other

:oti0ation

Strate*ie$

<eadiness <ecreation leader must first know who the participants are and what their interests and needs are. It can be a matter of merge the right people with the right recreation. stimulus

-nvironmental

The physical properties of the environment in which the recreation activity takes place can produce an almost automatic motivational response. ,or e"ample, if we lead people to a polluted pond, we will have to push them in to get to swim. owever, if we lead them to a crystal clear, cool and calm sweet water motivation can be affected by the environment. spring, they will probably waste no time diving in head first on a hot summer day.

)articipant

*tatus The status of activity can motivate the participants in recreation.

<ecreation leader are able to put badges, membership cards, mugs, uniforms, patches, T+shirts, well maintained e'uipment, and other symbols which can serve as motivators to participation. pressure The power of peer pressure needs to be recogni9ed and employ as a motivator to recreation participation.

)eer

It can be a strong factor in energi9ing a people to join in the fun because of the human need to be a part of the group, to interact with and be accepted by the others

)ri9es gifts, coupons,

and and

rewards certificates.

The motivational power of e"trinsic rewards such as door pri9es, gold stars, free

It is useful when the intrinsic rewards of the activity are not sufficient.

6.<

Conc"u$ion <ecreation leaders have an important proficiency at all levels which is energi9ing, giving direction to, and helping sustain behavior. The focus for the direct service leader is on recreation behavior. owever, the focus for the top management and supervisory leaders is on the work behaviors of the organi9ation staff. Individuals must be ade'uately encouraged and enthusiastic to commit their energy to recogni9e their aim to accomplish both recreational and organi9ational goals. The direction and intensity of one(s effort is the definition of motivation and the discussion of fulfilling our inner needs and conforming our knowledge is the process of motivation which in turn results in rewards that help reinforce our behavior. The motivation process is supported by the theories. The two broad types of intrinsic and e"trinsic is described the motivation, <ecreation leaders have a motivation strategies that are useful such as empowerment. motivating strategies are based on the fundamental owever, all guidelines.

SELF-TEST SELF-TEST 1 1 E"plain E"plain brie brie ly ly moti%ation moti%ation pro!ess# pro!ess#

E"plain E"plain the the rein rein or!ement or!ement theory theory o o moti%ation# moti%ation#

(ISCUSSION (ISCUSSION )UESTIONS! )UESTIONS! .ow .ow do do m m n n $e $e you# you# student student to to be be moti* moti* ted+ ted+ In In school school pe#specti*e pe#specti*e %o# %o# sel% sel% con%idence, con%idence,

CHAPTER ; LEA&ERSHIP P3BLIC RELATION

LEARNING OUTCOMES When you complete this module will be ble to! E"pl in nd desc#ibe the b sic o% public #el tion &e ble 'now the p#ocess o% moti* tion &e ble to 'now how to m n $e moti* tion

;.0

Introduction -very organi9ation, no matter how large or small, ultimately depends on its reputation for survival and success. Customers, employees, and regulators can have a powerful impact as they all have an opinion about the organi9ations they come into contact with 8 whether good or bad, right or wrong. These perceptions will drive their decisions about whether they want to work with, and support these organi9ations. -ffective public relation can help manage reputation by communicating and building good relationships with all organi9ation stakeholders.

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Pu!"ic Re"ation )ublic <elation is the state of the relationship between organi9ation and the public. It is also a management function that classically focuses on long+term pattern of interaction between an organi9ation and all of its various publics, both supportive and non+supportive. 1esides, public relation is the management of internal and e"ternal communication of an organi9ation to create and maintain a positive image. )ublic relations seek to enhance this relationship, this generating mutual understanding, goodwill and support. In addition, its( entails planning, research, publicity, promotion,

and collaborative decision making to help any organi9ation(s ability to listen to, appreciate, and response appropriately to those persons and groups whose mutually beneficial relationships the organi9ation needs for foster as it strives to achieve its mission and vision. ,urthermore, it can serve as a valuable resource for recreation leader. <ecreation leader should be able to develop and use resources both from within and from outside their organi9ation. Also, developing favorable opinions which reflect in what other thinks regarding the action that the leader does. The community(s opinion of you, the recreation leader, also has an impact on the image of the organi9ation in the entire leisure services field. As resources for recreation leaders, public relations should be seen as those endeavors that maintain sound, favorable, and productive relations with others. 1esides, it involves establishing and strengthening goodwill which can yield positive public opinion. ,or e"amples, when a participant leaves your facilities and is satisfied, that is good public relations. /hen a parent concludes the phone conversation with one of your staff feeling happy about the way the children(s programs are being handled, that is good public relations. /hen you leave a favorable impression after your report to the board of commissioners that is good public relations. )ublic relations are those continuous and planned images that cause others to think well of you, your organi9ation, and your profession. /e consider positive public relations to be desirable, but more than this the recreation leader should consider it a vitally needed resource. As any human endeavor, success depends largely on the light in which these endeavor are viewed by others. <ecreation leaders should develop skill in public relations for at least the following reasons ?#raus, Carpenter, and 1ates, B>CB@% Creating a more favorable public image for organi9ation may help to encourage official support such as legislative action )articipant attendance at programs or in facilities may be enhanced Lolunteers may be easier to recruit )ublic misunderstandings about your organi9ation and its services may be dispelled

,inancial donations for facilities, staff, or e'uipment may be more readily offered

A%titude$ -or Pu!"ic Re"ation ;. )ersonal communication skills Imaginative and lateral thinker *treetwise and worldly *ensitive to widely different audiences *ound judgment Numerate /ell presented personality

CThe Pu!"icD There are many groups of public for the recreation leader. It is the leader efforts to promote positive public relations that focused on those groups of people affected the leader decisions and actions. ,or most leaders, these groups may be identified as the participants, colleagues, supervisors, and the general public ?-dginton and ,ord ?B>CF@ % Partici%ant$ or client you lead have certain e"pectations of your leadership. They arrive e"pecting you to be prepared, to be pleasant and clean, to know what you are doing, and to treat them with courtesy and fairness. 1eyond this they also have e"pectations for a satisfying, enjoyable recreation e"perience under your leadership. )ublic relations with participants( means that you respond to their needs with professional sincerity are courteous, make a special effort to help each one feel welcome, and have a positive attitude toward them as a person. Co""ea*ue$ also place e"pectations on you. Eood public relations with them mean that they think of you as cooperation, thoughtful, and considerate. They have respect for you. :ou do not gossip about them or critici9es them in an unfair and unproductive way. Su%er0i$ion$ that think highly of staff that is prompt, self+initiated, dependable,

honest, cooperative, and thorough. Eood public relations re'uire that you dot only be these things but also communicate them through good work. Genera" %u!"icE$ which all the recreation leaders represent both themselves and the organi9ation in the goodwill image. In fulfilling this image the leader should be prepared to answer 'uestions courteously and factuallyJ assume a professional appearance and demeanorJ and to refrain from promoting personal political or religious philosophies. )articipant, colleagues, supervisors and the general public are the primary objectives of recreation leader public relations, but in certain situations there are other important publics. These may include other recreation organi9ations, persons being supervised, advisory and governing boards, legislators, special interest groups, and media representatives. <egardless of which public, recreation leaders should base their public relations efforts on an e"cellent performance. 1eyond this, honest and continuous communication of this e"cellent will help establish a good image and public opinion. ;.# The Too"$ o- Pu!"ic Re"ation$ The ultimate goal of public relation is to favorable influence opinion. In some cases this may re'uire only maintaining an already good relationship with the various publics. In other cases the task may be to change public opinion in order to create a more favorable relationship. /hatever the recreation leader(s specific need might be, the first steps are to plan an approach. This is not only means that appropriate publics are identified but also useful techni'ues or tools are selected. There are many tools available for influencing public opinion. They may be combined under the topics of persuasion, publicity, and advertising, yet they are all based on the principles of communication. Per$ua$ion$A F Per$ua$ion too"$ are used to make a conscious and deliberate effort to manipulate others by appealing to emotions. This persuasive form of communication usually provides only partial information and attempt is to make only one side of an issue seem logical. In some situations persuasion is a useful public relations tool. *pecific ideas include the following% The band wagon approach

The band wagon approach is that suggestion that everyone is doing it or believing it. Eetting children to be careful with fire in the woods by telling them that .*mokey(s friends don(t play with matches0 is an e"ample. Card *tacking The techni'ue of telling only half+truths is card stacking. )ublishing a colorful brochure about your organi9ation in which you feature only the successful programs is an e"ample. 7oaded words 7oaded words are a persuasion techni'ue used to add a subtle connotation to what is being communicated. Calling someone an official rather than a politician or a visitor rather than a tourist is more flattering and can help to persuade if manage well.

The testimonial /hen someone you perceive should know something about skiing ?such as a former &lympic champion@ recommends a particular ski resort, it is more likely that you will also highly regard that resort. This is testimonial. <epetition *omething repeatedly heard or seen makes an impression on the minds. *logans, billboard posters, and radio announcements done repeatedly can be persuasive. /hen poorly managed or used in untimely situations, public relations through persuasive techni'ue can be unethical. They can also be overused or ineffectively applied. There are circumstances, however, when persuasion is a legitimate and useful tool. *peaker(s bureaus and audiovisual presentations are often appropriate opportunities for persuasion.

Pu!"icit) The techni'ue is a spotlight that focuses a public(s attention on an individual, organi9ation, or an object such as product ?,a9io O Eilbert, B>CB@. *ometimes publicity can occur in an unplanned, coincidental way and potentially create negative public relations. )lanned publicity )lanned publicity on the other hand, can be highly effective in creating a good spotlight for you and your agency. The methods of accomplishing planned publicity are as limitless as the imagination. )osters, bookmarks, open houses, e"hibits, bulletin boards, grand openings, ceremonies, organi9ation tours, and a facility dedication are common waysJ but above all you need to make news happen. )ublicity puts news about you or your organi9ation in the spotlight. ,or e"ample, give an award and then publici9e the occasion through the appropriate media or publici9e your organi9ation(s sponsorship of a college scholarship. 7ogos and slogans 7ogos and slogans can help publici9e the efforts of your organi9ation by serving as a reminder. They usually appear on literature, signs, badges, patches, vehicles, and e'uipment. /hen matched with 'uality services, symbols can remind publics of that 'uality. Isually public service announcements are B=+ to H=+ second radio or television spots or newspaper advertisement placements. The time or space is donated by the medium in which it appears. If yours is a nonprofit organi9ation, public service announcements can be useful tools in publici9ing your news. &ther ways include public affairs programs, new programs, and instructional programs

Ad0erti$in* 9 Advertising is paid publicity. To use this public relations tool the recreation purchases the use of desired media. Isually the advertising includes space in a newspaper or maga9ines or air time on radio or television. Advertising has some advantages over publicityJ it can reach particular audience targets, and it will appear e"actly as submitted without being edited. The greatest disadvantage is cost. As a sample, a small town daily newspaper may cost and advertiser PB,=== or more for a full page with no color. ,or organi9ations that can receive dollar returns for advertising investments, this money may be wisely spent. )rivate, commercial, and

tourism agencies are common users of this public relation tools. Corporate image advertising Corporate image advertising promotes the image of an organi9ation in the broadest sense. It also has a positive carry+over effect on public perception of the entire profession. Advertorials Advertorials are spaces or time purchased to present some point of view, usually in an attempt to stir action or consciousness related to social or political issues.

;./

Nine Ste%$ o- Strate*ic Pu!"ic Re"ation Pha$e OneA 1ormati0e Re$earch ,ocus on the preliminary work of communication planning, which is the need to gather information and analy9e the situation.

*tep B% Analy9ing the *ituation :our analysis of the situation is crucial beginning to the process. It is imperative that all involve such as planner, supervisors, key colleagues and the ultimate decision makers that are in solid agreement about the nature of the opportunities or obstacle to be addressed in this program. *tep 2% Analy9ing the &rgani9ation This step involves a careful and candid look at three aspects if the organi9ation. ,irstly, its internal environment such as the organi9ation mission, performance and resources. *econdly, its public perception that is reputation. Thirdly, its e"ternal environment such as competitors and opponents as well as supporters *tep 4% Analy9ing the )ublics

Identify and analy9e the key publics such as the various groups of people who interact with the organi9ation on the issues at hand. 1esides, strategic planning for public relations provides an objective techni'ue for setting priorities among the various publics, helping you to select those most important on the particular issue being dealt with. ,urthermore, this steps includes an analysis of each public in term of their wants, needs and e"pectations about the issue, their relationship to the organi9ation, their involvement in communication and with various media, and a variety of social, economic, political, cultural and technological trends that may affect them. Pha$e T2oA Strate*) This phase is deal with the heart of planning. In addition, its making decisions dealing with the e"pected impact on the communication as well as the nature of the communication itself. *tep D% -stablishing Eoals and &bjectives This step is focuses on the ultimate position being sought for the organi9ation and for the product3 service. It is also help to develop clear, specific and measurable objectives that identify the organi9ations hoped for impact on the awareness, acceptance and action of each key public. In addition, a good deal of attention is given to objectives dealing with acceptance of the message because this is the most crucial area for public relations. *tep F% ,ormulating Action and <esponse *trategies A range of action is available to the organi9ation, and this step was considered on what you do in various situations. This section includes typologies of initiatives and responses. *tep H% Ising -ffective Communication 6ealing with the various decisions about the message such as the sources who will present the message to the key publics, the content of the message, its tone and style, verbal and nonverbal cues, and related issues.

Pha$e #A Tactic$ A various communication tools are considered and the visible elements of the communication plan are created. *tep G% Choosing Communication Tactics This inventory deals with the various communications options. *pecifically, the planner considers four categories that is face+to+face communication and opportunities for personal involvement, organi9ational media ?controlled media@, news media ?uncontrolled media@ and advertising and promotional media. *tep C% Implementing the *trategic )lan To develop budgets, schedules and prepare to implement the communication program. These step turns the raw ingredients identified in the previous step into a recipe for successful public relations. Pha$e /A E0a"uati0e Re$earch A final phase in strategic planning of public relations that deals with evaluation and assessments. It also enabling us to determine the degree to which the stated objectives have been met and thus to modify or continued the communication activities. *tep >% -valuating the *trategic )lan Indicating specific methods for measuring the effectiveness of each recommended tactics in meeting the stated objectives.

;.4

Conc"u$ion )ublic relation is an essential and integrated component of public policy or service. The professional public relation activity will ensure the benefit to the citi9ens, for whom the policies or services are meant for. At its best, public relations not only tell an

organi9ation(s story to its publics, it is also helps to shape the organi9ation and the way it works. Through research, feedback communication and evaluation, the practitioner needs to find out the concerns and e"pectations of the public(s and e"plain them to its management.

SELF-TEST SELF-TEST 1 1 Why Why publi! publi! relation relation important important or or leader leader people? people?

E"plain E"plain the the tools tools o o publi! publi! relation relation s!ope# s!ope#

(ISCUSSION (ISCUSSION )UESTIONS! )UESTIONS! E"pl E"pl in in the the / / steps steps in in public public #el #el tion, tion, Rel Rel te te it it to to you you s s te te che# che# in in school, school,