Planning Training Session For A Trained Recreational Runner

Planning Training Sessions In this assignment I will be creating fitness plans for four separate individuals, these include: †¢ A flexibility training session for a youth football player who suffers from tight hamstrings and has been referred to me by the resident sports therapists †¢ A cardiovascular training session for a trained recreational runner †¢ A speed training session for a 200 metre sprinter †¢ A resistance training session for a boxer F.I.T.T Principle Withinn this training session I will be using the FITT principle of training method. The FITT principle is used to guide the development of unique and bespoke fitness plans that cater for an individual s specific needs. F- Frequency: Decide how often to train I – Intensity: Choose how hard to train T – Time: Decide how long to train T- Type: Decide which methods of training to use I applied the FITT principle by looking at how often the youth football player can train after doing so much training himself I decided an hour session was best so that it didn’t take up too much of their own time. Due to the training session only being 1 hour I decided to increase the intensity as he progressed. When focusing on the type of training I am going to come up with different exercises and mix up the activities so they wouldn’t feel bored etc.Show MoreRelatedFundamentals of Hrm263904 Words   |  1056 Pagesresources www.WhereFacultyConnect.com Pre-loaded, ready-to-use assignments and presentations www.wiley.com/college/quickstart Technical Support 24/7 FAQs, online chat, and phone support www.wileyplus.com/support Your WileyPLUS Account Manager Training and implementation support www.wileyplus.com/accountmanager MAKE IT YOURS! Fundamentals of Human Resource Management Tenth Edition David A. DeCenzo Coastal Carolina University Conway, SC Stephen P. Robbins San Diego State UniversityRead MoreProject Mgmt296381 Words   |  1186 Pagesmanagement 9.3.2.6 Recognition and awards Defining the Project 4.1 Project charter 5.1 Gather requirements 5.2 Defining scope 5.3 Creating a WBS 5.4 Tools and techniques 6.1 Define activities 9.1.2. Responsibility matrixes 10.1 Communication planning (.2.3.4) [App. G-4] Chapter 12 Outsourcing 12.1.1 Procurement requirements [G.8] 12.1.2.3 Contract types 9.4.2.3 Conflict management 12.2.7 The art of negotiating 12.2.3.5 Change requests Chapter 13 Monitoring Progress Chapter 5 Read MoreDeveloping Management Skills404131 Words   |  1617 PagesEffective Presentations 593 SKILL PRACTICE 609 Exercises for Making Effective Oral and Written Presentations Speaking as a Leader 609 Quality Circles at Battle Creek Foods 610 609 Supplement B CONDUCTING INTERVIEWS 619 SKILL LEARNING 620 Planning and Conducting Interviews 620 Specific Types of Organizational Interviews 629 SKILL PRACTICE 634 Exercises for Conducting Special-Purpose Interviews 634 Evaluating the New Employee-Orientation Program 634 Performance-Appraisal Interview with ChrisRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesTeams 311 †¢ Virtual Teams 312 Creating Effective Teams 312 Context: What Factors Determine Whether Teams Are Successful 313 †¢ Team Composition 315 †¢ Team Processes 319 Turning Individuals into Team Players 322 Selecting: Hiring Team Players 323 †¢ Training: Creating Team Players 324 †¢ Rewarding: Providing Incentives to Be a Good Team Player 324 Beware! Teams Aren’t Always the Answer 324 Summary and Implications for Managers 325 S A L S A L Self-Assessment Library How Good Am I at BuildingRead MoreModern History.Hsc.2012 Essay25799 Words   |  104 Pagesunsuccessful and received much criticism. 5. Under the Naval Expansion Act of October 1940, the defence budget increased from $2 bill to $17 bill * In January 1939, the US announced a $1.3 bill rearmament program 6. The Selective Training and Service Act of 1940 reintroduced conscription 7. The Johnson Act of 1934 was introduced to control reparations payments from Britain * Develops the Lend Lease bill; â€Å"loan the hose to put out the neighbours fire† (Roosevelt) *Read MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesmarketing management and strategic marketing. It can also be used as a text in international marketing courses. Retailing, entrepreneurship, and ethics courses could use a number of these cases and their learning insights. It can certainly be used in training programs and even appeal to nonprofessionals who are looking for a good read about well-known firms and personalities. TEACHING AIDS As in previous editions, you will find a plethora of teaching aids and discussion material within and at the

Learning Theories Provide Instructional Designers With...

Learning theories provide instructional designers with instructional strategies and techniques which facilitate learning. Each learning perspective discussed in this essay is in terms of specific interpretation of the learning process. The information presented provides the reader with a comparison and contrast of the differences in practical application in an instructional situation. The specific learning theories in this essay are behaviorism, constructivism and cognitivism. The essay will compare and contrast how learning occurs in each theory, the roles of the teacher and the student, the curriculum and learning goals, and lastly, assessments. Behaviorism focuses on behaviors and not cognitive or abstract activities. It involves thinking, remembering and problem solving. Additionally, behaviorism relies on expressed, measureable behaviors and the repeat stimuli that cause behaviors. Students respond to the conditions in the environment. Therefore, knowledge is given and absolute. Learning occurs when students are able to provide the proper response to the given stimulus. The methods used by the teacher are the use of instructional cues, reinforcement (both positive and negatively) and practice. When this learning theory is used, the students learn basic skills before moving on to more difficult skills. The role of the teacher in the behaviorism approach is to be the transmitter of the knowledge. He/she is the expert that knows the material. TheShow MoreRelatedInstructional Design Analysis3590 Words   |  15 PagesInstructional Design Analysis Linda Lee AIU Online Abstract This analysis will analyze the process of instructional design. It will discuss the instructional design disciplines. There will be a discussion on instructional design and how it aligns with scientific methods. The ADDIE model will be detailed in this essay. The difference between instructional theory and learning theory will be compared and defined. The most important component of the instructional design process will be visitedRead More New Learning Opportunities for Adult Learners Essay1608 Words   |  7 PagesNew Learning Opportunities for Adult Learners The concept of adults as learners emerged both in this country and in Europe shortly after World War I; however, only in the last few decades has the theory of adult learning matured. Knowles, Tough, Houle, and Park, among others, have written extensively on the idea of the adult learner. In Tennants book (1997), he discussed Knowles adult learning theory. Knowles used the term andragogy to label adult learning theory. The andragogical modelRead MoreDifferentiated instruction is matching instruction to meet the different needs of the diverse1200 Words   |  5 Pagesdifferent needs of the diverse learners in their learning environment. 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The first question for the designer, following the identification of an instructional goal, is â€Å"What exactly would learners be doing if they were accomplishing the goal successfully?† 4. You can usually spot a verbal information goal by the verb that is used. Often the learner must â€Å"state,† â€Å"list,† or â€Å"describeRead MoreWhat is Instructional Design?1124 Words   |  5 PagesPortion What is Instructional design? According to Dick, Carey Carey (2009), instructional design is a systematic process of designing, developing, and delivering instructional materials. What is the Addie Model? The ADDIE Model is the instructional system development model which consists of five (5) phases which are the analysis, design, development, implementation, and evaluation (Dick, Carey Carey, 2009). 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How does Shakespeare create tension in Act 3 scene 1 Essay Example For Students

How does Shakespeare create tension in Act 3 scene 1? Essay Romeo and Juliet; an Elizabethan play and quite possibly Shakespeares most renowned; a tale of love and a catastrophic tale of tragedy. Even the title itself when mentioned sets off an image of romance, but what exactly is it that makes this so special? The dramatic devices used by Shakespeare himself are particularly interesting. Act III scene I itself is considered to be the main turning point of the play. Mood is an important aspect in a play like this, especially considering the genre of the play (a tragedy). A tragedy is a type of play characterized by the representation and dramatic management of misfortune, disasters, and/or the death of the main characters. It will normally achieve such with an unexpected twist or similar. The mood of a play relates mainly to the way it plays with the emotions of an audience, and with this being a tragedy there will be an expected negative outcome and certain techniques to achieve this. For example, dramatic irony; this is when the audience know something that the characters in a particular scene dont. This occurs on a few occasions, like when the audience know how Romeo and Juliet are wedded together from a previous scene and when Romeo says to Tybalt and so, good Capulet, which name I tender as dearly as my own saying that he loves the Capulets as much as his own house/family. This is a surprise and evidently (has its effects on Tybalt) because Romeos family (the Montagues) and the Capulets have been at the point of shear rivalry for years. There include other examples throughout this scene portraying this technique, however there is something else involves which relates alongside irony; pathetic fallacy, like personification it gives inanimate nouns an attribute of human feelings so that it reacts along with the mood of the play; my example being a quote from Benvolio these hot days, is mad blood stirring. This relates to the weather (which is a common example in pathetic fallacies), relating the hot weather to the tempers of the men. In this he is saying that the hot weather is making everyone cross and irritable, using it as an early warning to the events that will turn out. From this, tension is created as the audience knows something bad is coming, but dont know when or in what form. Another technique present is Peripateia, which can only be described as a plot reversal where a characters situation changes dramatically from secure to vulnerable (especially in this example.) Structure is ideal in Romeo and Juliet. This is a very eventful part of the play, with the fact that is features many events and that it is where everything seems to go wrong and the play take a turn for the worse. Its also ironic in a way how this does directly follow Act 2 Scene 6, which shows the wedding between Romeo and Juliet. This impacts the audience as from a happy scene (the wedding) to complete shock at two deaths and the banishment of Romeo. The scene can be split into 5 shock points which gradually add to the tension, starting with when Mercutio and Benvolio wait for the Capulets to arrive, and Mercutio trades insults with Tybalt when they do; language comes into play a lot in this part and I will cover this later. Secondly there is when Romeo is challenged by Tybalt yet refuses, this however only appears to wind him up all the more. Next is when Mercutio fights Tybalt and is fatally wounded when Romeo intervenes; this literally peaks the anxiety levels, leaving thoughts racing through the audiences minds as to what will happen next etc. and finally when Benvolio gives an account of events to the Prince, who banishes Romeo from the city of Verona. Pre-20th Century Drama Coursework 'Hamlet' By William Shakespeare EssayNow to end with a conclusion to the original question; how does Shakespeare create tension in Act 3 scene 1? The dramatic techniques are certainly presentadding to the tension of the scene. Act 3 scene 1 harvests maybe some of the most important events of the play, which have been executed to the highest degree by Shakespeare in this re-write of the story in Arthur Brookes poem. The feel and ambience of the play, fools around with the audiences minds with suspense, pure anticipation as to what will occur next. The play itself and especially this scene seem to portray a series of unfortunate events, one thing leading to another and the mistakes mounting up.

Women In Vietnam Essays - Cambodian Civil War, Cold War Conflicts

Women in Vietnam Women in Vietnam Towards the end to the Twentieth century, Vietnam a rapidly changing country goes through a political and social transition, from a socialist to an open market "capitalist type" society. Since the late 1980's Vietnam has adjusted it's economy to compete with the world. In doing so, the country undergoes many political and social reforms. Ideals of the west have been implemented into Vietnams"market" economy. There is definitely a change that is occurring however the social status of women in Vietnam has not changed much. Moreover Vietnam's transformation into the global economy has created large social gaps, which in turn creates many social inequalities, in particular, women in the sex industry. The sex industry has always been a profitable industry. One can find this to be the case in many parts of the world. But what is it that makes the Vietnamese "Pleasure Industry" different? By using the works of Nguyen-Vo (Governing the Social: Prostitution and Liberal governance in Vietnam during Marketization) and Tran (Through the eye of the Needle: Vietnamese Textile and Garment Industries, Rejoining the Global Economy), I will discuss the problematic conditions of women in lower economic class of Vietnam. Prostitution is considered a "social evil" in Vietnam, but being deemed "evil" does not put an end to this endemic problem that has been around for thousands of years. Prostitution is an issue that few individuals have taken to fully understand and in this case, the issue is misunderstood and many voices go unheard. Classified as "whores", the women of the lower class in Vietnam don't have much to turn to. Vietnam's open economy has only created a bigger market for "pleasure". Gradually the identity of the young ladies in Vietnam become more and more of a commodity, well at least in the eyes of the foreigner. "Foreign guest' sought out a 'taste of nice and cool specialty dishes of Vietnam'. High quality goods, whores deluxe" and so on (Nguyen-vo, 92-93). Being identified as "high quality goods", they do what is expected from them and they survive. Due to the lack of education, these girls find themselves lost in the advancing city. Their hopes for success are crushed and with it lies the memories of disparity, the starvation of childhood, the beating of the drunken father, and many other troubles of poverty. A society living under the Communist idea of all being equal; come to realize that reality is far more complex. In ever society lies different social classes. Each class is looked at differently and unfortunately, treated differently too. What can be done to change things for the better? As the government of Vietnam attempts to end the everlasting problem of prostitution, they implement ideas that are genuinely bogus. Creating prison like education camps for many of these young girls caught in the world of prostitution was an idea that would be easy to cash in on. This definitely proves to be the case for those who were unlucky enough to experience this sad reality. Forced into becoming what is so called the "traditional women". One might ask what is it that is deemed traditional? According to the"changing" society of Vietnam, women must follow the old rules of Confucianism, an idea that has obviously sickened the East. The so-called "social evils" are taught "tradition, morality and ethics" (Nguyen-vo, 397). This ethical education served the wardens of these camps as sources of income and free labor. As their life become less livable, the girls in these camps resort hope a hope of a better life, in order to get by. The jobs that were suited for these girls are unbearable, at least to many of us who are from Western Society. "All of the jobs taught to women in the camps made slow and monotonous work that required much patience. Most of them required a high degree of dexterity" (Nguyen-vo, 391). This is what is expected from them, instead of extracting the creativity and art in these girls, the camps force them to do what is considered best for them. Once they are done serving "time" the are released back into the concrete jungle. Searching for the life that they longed for, however with the skills they have learned, the only life they can live is one of poverty. The poverty and hopelessness weakens their mind and turns them back into a state of prostitution. A quote found in Nguyen-vo's work, "I get so sad/depressed/bored in the countryside. Every time I went back there, I could only stay for a few days and I just had to leave" (119). How can