At first I thought I was fairly limited when it came to my professional network and the tools I utilise but on reflection I have a good platform to be able to expand upon. I realised that it's not all social media based, although that's coming into its own, but many of the tools have been in place for quite some time. Much like a the dance industry being a family hockey has a specialist following that we refer to being a family too. Over the years of being a player I have made many friends from other clubs and naturally my own club too. I still play every Saturday and so over the season visit clubs throughout Kent, Sussex and Surrey meeting up with my friends to set the hockey world to right. Since the beginning of my coaching career I've noticed that my network has grown due to the fact I'm forced, in a nice way, to interact with other coaches, parents and of course the players from many other clubs. As coaches we work closely together forming a 'special' bond and almost have a family within a family. We support and help each other as much as possible.
The tools I use......
Post match socialising,
Post coaching socialising,
Attending hockey events,
Specialist coaching days,
E-mail,
Facebook,
Twitter, texting and phone calls.
The majority of clubs have websites, Facebook and Twitter pages that keep there members and any other interested parties up to date on fixtures, results and forthcoming events etc.
Here's the link to my club.......http://www.owhc-hockey.co.uk
From a coaching perspective I use email mostly to forward session plans to assistant coaches so they're prepared for the coming weeks sessions. I'm a member of a company called Sportplan who have a website on which I can create templates and draw up intricate plans before forwarding them on......http://www.sportplan.net
There is also a forum on the site in which you can discuss with other members hockey related questions gaining more information for yourself. Sportplan are highly recommended and backed by England hockey who are fundamental in the development of young players and coaches throughout the land. The England hockey website is awash with information, job vacancies, player vacancies and all upcoming international and domestic events. I follow them on both Facebook and Twitter as they have pages on both. I have often visited the job vacancy page to see what, if any, coaching jobs are available......http://www.englandhockey.co.uk/jobs.asp?section=29§ionTitle
Although there are adverts for coaches I wasn't sure if there were many coaches that advertised themselves. After a google search it appears that it's mostly a case of putting yourself forward after seeing the advert. Would it be beneficial to advertise myself as a coach with a specialist page on Facebook and Twitter? Or to create my own website? This is something I'm going to research as it's possible that as I build my coaching cv and network I'll be able to utilise fully.
This brings me on to what I see as my ideal network. I'd like a network where I'm surrounded by many other coaches of all standards from which I can gain experience and knowledge. We work together so to be able to call upon a friends help is a useful tool to have. It would be of much benefit to be in contact with a physiotherapist and professional fitness coaches as these are becoming more essential to the well being of players of all ages. Fortunately enough I'm friends with an osteopath and a fitness coach so it's a good start but I plan to build up my network.
It would be useful to know people who runs sports centres as pitch hire is important. Having an investor or sponsor could be key. Equipment isn't cheap and doesn't last forever. Finding some funding to put towards your own coaching days and workshops would be very helpful. I'm fortunate enough to have my club associated with a school who I also coach for so pitch hire is fairly easy...but more options would always be welcome.
Upon reflection I have a good start but writing this has made me want to press forward hopefully expanding my network. There's always room for development and I'm keen to create a good professional name for myself. What next I ask myself...
Saturday 7 December 2013
Saturday 30 November 2013
Relating to me
2D Inquiry!
Ive been a performer and tried my hand at teaching dance but my love was always for hockey. So with my degree I plan on becoming a PE teacher specialising in hockey coaching. Hopefully I can still be involved with the school's dance and drama department as I'd like the opportunity to help with the productions. I believe my experience would be beneficial to individuals and as a collective ensemble. I'm currently a level 2 coach running a school 1XI team in Kent, involved with coaching the Kent county squads and also the Southern county squad which is run by England hockey. Much of my reflection is centred around how I can change my methods and what I could introduce to improve my sessions. The actual practise of reflection comes quite naturally as it was a large part of my dancing career and is currently a major topic of coaching. We constantly are receiving feedback from others but most importantly are taught to question our own methods. What do I think went well? Could I have changed anything to better suit the athletes? (reflection-in-action!) My journal is full of entries questioning ideas or looking forward to a session where I've experimented and then reflected upon the outcome.
I'm not sure if it exists in dance teacher training but to become a hockey coach you must be aware of your role and responsibilities towards the group you coach. A safeguarding and protecting children course and a first-aid course must be passed as part of the qualification. Understanding the necessary code of behaviour towards children is taken very seriously as their safety and well-being is in your hands. As a coach your behaviour must be considered professional at all times towards the children but you also have to watch the behaviour of child on child. Equal opportunity is a highly stressed method of coaching and integral to the enjoyment of children of all abilities in any sport or dance etc.
Watching out for bullying is a main concern. Unfortunately there are two types. Inter-group bullying, as in child on child, or coach to child bullying. The latter can be difficult to spot as most coaches want to push the group or individuals to fulfil their potential.
When does it stop being encouragement and start becoming bullying? I think it's a fine line because if you see someone with a talent for something you like to bring that forward and develop it. The method in which you achieve this is what is important. Constantly shouting and singling the person out is not the way. You have to find the coaching technique which they will respond to positively. This may take time but with the help of reflective thinking it can be achieved. Did they respond well to targets I set them? If I made them demonstrate an exercise did that play to their ego and make them work a little harder?
I've witnessed what I've considered to be good styles of coaching both one-on-one and as an entire group but I've also seen bullying. Bullying has such a negative effect on the recipient even if it's not intended, just merely the coaches passion. Can it be mis-construed? Of course but you only have to look at the effect it has on the individual to decide for yourself. Being aware of your actions towards the group and individuals is a vital component in coaching/teaching.
My coaching jobs enable me to work with different coaches on a regular basis thus helping me observe various methods and learn from some very experienced coaches. My admiration of certain individuals is reflected in my methods of coaching. I use certain explanations for techniques which I think relevant and then add my own 'spice' to it. Unfortunately I haven't asked permission to mention other coaches names and they don't have links I can post but hopefully in the future. I'll have to find out if there's a coaches union or forum where they swap ideas. If not....could I be the founder??
I'm not sure if it exists in dance teacher training but to become a hockey coach you must be aware of your role and responsibilities towards the group you coach. A safeguarding and protecting children course and a first-aid course must be passed as part of the qualification. Understanding the necessary code of behaviour towards children is taken very seriously as their safety and well-being is in your hands. As a coach your behaviour must be considered professional at all times towards the children but you also have to watch the behaviour of child on child. Equal opportunity is a highly stressed method of coaching and integral to the enjoyment of children of all abilities in any sport or dance etc.
Watching out for bullying is a main concern. Unfortunately there are two types. Inter-group bullying, as in child on child, or coach to child bullying. The latter can be difficult to spot as most coaches want to push the group or individuals to fulfil their potential.
When does it stop being encouragement and start becoming bullying? I think it's a fine line because if you see someone with a talent for something you like to bring that forward and develop it. The method in which you achieve this is what is important. Constantly shouting and singling the person out is not the way. You have to find the coaching technique which they will respond to positively. This may take time but with the help of reflective thinking it can be achieved. Did they respond well to targets I set them? If I made them demonstrate an exercise did that play to their ego and make them work a little harder?
I've witnessed what I've considered to be good styles of coaching both one-on-one and as an entire group but I've also seen bullying. Bullying has such a negative effect on the recipient even if it's not intended, just merely the coaches passion. Can it be mis-construed? Of course but you only have to look at the effect it has on the individual to decide for yourself. Being aware of your actions towards the group and individuals is a vital component in coaching/teaching.
My coaching jobs enable me to work with different coaches on a regular basis thus helping me observe various methods and learn from some very experienced coaches. My admiration of certain individuals is reflected in my methods of coaching. I use certain explanations for techniques which I think relevant and then add my own 'spice' to it. Unfortunately I haven't asked permission to mention other coaches names and they don't have links I can post but hopefully in the future. I'll have to find out if there's a coaches union or forum where they swap ideas. If not....could I be the founder??
I love coaching hockey. It's not a job to me. To see the improvement in the athletes over the period of time I'm with them is a very enjoyable experience. Hopefully my passion for the game will reflect through my coaching installing self-belief and a willingness to succeed in the groups I work with.
Wednesday 27 November 2013
My reflective history!
Although I can relate critical reflective thinking to being a performer, having trained for years it was a necessary method to be critical and want to always seek improvement, on this occasion I'm going to use my teaching as an example as I consider it more revelant as it's current and what I'm working towards. When, during teaching, does reflective thought occur? Donald Schön (1987) wrote about reflection-in-action and reflection-on-action. This is an explanation from reader 2:
- Reflection-in-action is often fostered in artists who respond to what is happening as it happens, (if you are dancing across the floor and something is not working you change the steps as you are moving) it tends to be a ‘hands-on’ way of working. Reflection-on-action is often fostered in academics who respond to what is happening by going away to conceptualise it and look back at it. Dewey also makes this temporal distinction, looking at how the time impacts on how you engage with new ideas, ‘Present’ or ‘future’ being two distinct and different ways to engage with experience. (Jackson, 1998; Dewey, 1934).
The distinction... between future and present acknowledges Schon’s (1983) important differentiation between reflection-on- action (reflection on past event) and reflection-in-action (reflection in the midst of an ongoing action). The latter type is the more difficult to achieve, but the more powerful for improvement of practise because it results in “on-line” experiments to adjust and improve one’s professional actions. It is more difficult to achieve because the actor must simultaneously attend to performing the action and observe and analyse his or her action, as if from an external perspective. Further, in reflection-in-action the actor is the sole collector of data on the event.
Reflection-on-action is accomplished “off-line” at a time when full attention can be given to analysis and planning for the future without the imperative for immediate action... (Kottcamp, 1990)
For people in the arts I don't believe this to be the case. We can use both methods for equal measure. Over time, using ones experience, we can notice if a lesson needs changing or an exercise needs it's level of difficulty heightened or lowered to best suit the situation at hand. Even if it was a success there are still questions to be answered and lessons to be learnt. What did I learn from having to change the course of the lesson? Could I have adapted it in a different way? Is there a different way to adapt it? Both methods of reflection can be utilised fully in my professional practise but I believe it's something that can not be taught. It all comes from analysing and evaluating yourself and the methods which you use resulting in experience.
As we are well aware everyone is different so everyone will learn differently. Students will respond in varied ways when taught by different methods/techniques. Howard Gardner talked about the idea of Visual, Auditory and Kinaesthetic learners (VAK). This theory becomes relevant when teaching a physical art or sport. Some students need to see the exercise to learn it (visual), others to hear it to learn it (auditory) and others need to physically do it to learn it (kinaesthetic). Whilst teaching I try to use all three ways to benefit as many as the students as possible. When comfortable in my teaching technique I was able to study the students themselves noticing which particular students responded both positively and negatively to the various methods.
Having studied Kolb's learning cycle I couldn't help noticing the similarities in the two theories. People will enter the reflection process at different stages, as clearly shown in Kolb's cycle. It will be the way that suits them best, their preferred learning method. Some people start to learn when they are involved in a concrete
Critical reflection is a way of educating oneself by keeping a rational thought process. Dealing with the facts enables you to analyse and evaluate on an experience discovering the values which you hold strongest. The world is constantly changing. How do we know if we likeloathe something if we never reflect upon it rationally? How will will ever better ourselves? Reflection is a way of keeping up in both our personal and professional lives.
For people in the arts I don't believe this to be the case. We can use both methods for equal measure. Over time, using ones experience, we can notice if a lesson needs changing or an exercise needs it's level of difficulty heightened or lowered to best suit the situation at hand. Even if it was a success there are still questions to be answered and lessons to be learnt. What did I learn from having to change the course of the lesson? Could I have adapted it in a different way? Is there a different way to adapt it? Both methods of reflection can be utilised fully in my professional practise but I believe it's something that can not be taught. It all comes from analysing and evaluating yourself and the methods which you use resulting in experience.
As we are well aware everyone is different so everyone will learn differently. Students will respond in varied ways when taught by different methods/techniques. Howard Gardner talked about the idea of Visual, Auditory and Kinaesthetic learners (VAK). This theory becomes relevant when teaching a physical art or sport. Some students need to see the exercise to learn it (visual), others to hear it to learn it (auditory) and others need to physically do it to learn it (kinaesthetic). Whilst teaching I try to use all three ways to benefit as many as the students as possible. When comfortable in my teaching technique I was able to study the students themselves noticing which particular students responded both positively and negatively to the various methods.
Having studied Kolb's learning cycle I couldn't help noticing the similarities in the two theories. People will enter the reflection process at different stages, as clearly shown in Kolb's cycle. It will be the way that suits them best, their preferred learning method. Some people start to learn when they are involved in a concrete
experience, (doing something), some people can do something but start to learn about it when they are watching the people around them doing it (Reflective observation), some people need to “work it out in their head first” (Abstract conceptualisation) and some people start to learn when they start trying out ideas
(active experimentation). It stands to reason that if we learn from the VAK method of teaching that it would be applied to the way we identify and learn from reflection of our experiences.Critical reflection is a way of educating oneself by keeping a rational thought process. Dealing with the facts enables you to analyse and evaluate on an experience discovering the values which you hold strongest. The world is constantly changing. How do we know if we likeloathe something if we never reflect upon it rationally? How will will ever better ourselves? Reflection is a way of keeping up in both our personal and professional lives.
Thursday 21 November 2013
Journal writing experience
Having experimented writing in my journal with various techniques frameworked by Nola, Reid and Moon I discovered that although open to trying different methods I have already developed my own 'style' shall we say. Encorporating lists, initial reflection and evaluation I've been able to reflect on thoughts, feelings and experiences to gather information and gain extra knowledge by asking questions I wouldn't normally. Why did I re-act that way? Could I have re-acted differently? Why didn't I re-act differently?
To alter my thought process I had to start thinking rationally so I looked up the definition. This is an explanation from the Oxford dictionary:
Rational thinking is dealing with the facts. It adds an element of calculation and planning to a stream of thoughts rather than basing them on an emotion or personal opinion. Having beliefs is important but to be able to critically reflect and learn from the process rational thinking is key.
A common theme amongst my journal excerpts is that I generally choose one event to write about rather than my entire day. I believe this is the case because my general work and teaching work are not connected currently. I have work Leon and teacher Leon. (My work is a means to an end at the moment while I change career and although I teach a lot it is not my main income.) Early entries into my journal were very disconnected. I'd list the order of events not really expanding on an issue resulting in a jumble of facts and feelings with no visible current theme. After further reading on reflective thinking I began to pick certain events of the specific days and using my experience reflect on the aspects that interested me and how I think they've developed my learning. It was from this I noticed how I tended to keep things separate. My thoughts during the day were and are about planning classes and trying to improve my methods of teaching. In other words my mind would wonder. I've known this for a while but had never asked the question 'why?' Was it to pass the time? Am I more interested in teaching? Am I bored? The answer was simple but without reflection I doubt I'd have ever posed the initial question.
I found the evaluation technique the most beneficial when applied to my professional practise as it forced me to analyse first then produce what was valuable to me upon reflection. Questions I asked myself were....why did that work? What made it work? Would it have worked last week? I was able to apply a rational thought process to help me gain valuable information to apply in the future. Even if the answer was in the negative there was also a lesson to be learned.
I will keep an open mind when continuing with my journal as I would like to discover more themes yet to be uncovered.
To alter my thought process I had to start thinking rationally so I looked up the definition. This is an explanation from the Oxford dictionary:
Rational thinking is dealing with the facts. It adds an element of calculation and planning to a stream of thoughts rather than basing them on an emotion or personal opinion. Having beliefs is important but to be able to critically reflect and learn from the process rational thinking is key.
A common theme amongst my journal excerpts is that I generally choose one event to write about rather than my entire day. I believe this is the case because my general work and teaching work are not connected currently. I have work Leon and teacher Leon. (My work is a means to an end at the moment while I change career and although I teach a lot it is not my main income.) Early entries into my journal were very disconnected. I'd list the order of events not really expanding on an issue resulting in a jumble of facts and feelings with no visible current theme. After further reading on reflective thinking I began to pick certain events of the specific days and using my experience reflect on the aspects that interested me and how I think they've developed my learning. It was from this I noticed how I tended to keep things separate. My thoughts during the day were and are about planning classes and trying to improve my methods of teaching. In other words my mind would wonder. I've known this for a while but had never asked the question 'why?' Was it to pass the time? Am I more interested in teaching? Am I bored? The answer was simple but without reflection I doubt I'd have ever posed the initial question.
I found the evaluation technique the most beneficial when applied to my professional practise as it forced me to analyse first then produce what was valuable to me upon reflection. Questions I asked myself were....why did that work? What made it work? Would it have worked last week? I was able to apply a rational thought process to help me gain valuable information to apply in the future. Even if the answer was in the negative there was also a lesson to be learned.
I will keep an open mind when continuing with my journal as I would like to discover more themes yet to be uncovered.
Thursday 7 November 2013
Writing thoughts.
I've never really entertained the thought of keeping a journal before so this should be interesting. Why write your thoughts down? I don't think I'd ever re-read them so have never been attracted to the prospect prior to receiving this task.
I naturally went straight for a notepad and paper because that's what seemed comfortable. I reasoned that I need it handy throughout the day and as I travel from place to place it would be more convenient than carrying my laptop around. If I ever felt the need to jot something down flicking a notepad open is quicker that firing up the laptop. For a fraction of a second I considered recording thoughts via audio but I'd probably get sick of my own voice, be continuously monotone and think what I've said absolutely pointless! The time may arrive when it's necessary to record a thought and it's an easy option now we have smart phones. However, you can't upload it to a notepad so it does cause a problem. It appears that documenting your thoughts in a variety of ways using a variety of techniques is what's called for so I'm toying with the idea of using whichever method that I deem suitable for my needs.
What exactly do you document? Family issues? Work related things? Anything? I began like a diary of events, sometimes elaborating but felt this was wrong as it needed to be much more specific. My thoughts are dominated by the way I emotionally challenge and respond to events. If I like or agree with something, why do I? Just because I do doesn't mean all society will. We are being asked to question everything. To go beyond...ask that extra question of yourself. When I looked back at my journal's first week there was no pattern or theme to my thoughts. They were all random and in a wide array of subjects. Thoughts on a friend or on someones behaviour at training. Are we looking for a theme? A pattern of behaviour? I feel, when exploring my thoughts, that if you question everything there will be no end....there's always another question.
I'm enjoying being reflective but am failing to see where this will lead me. Is anyone else feeling the same? I'm hoping all will become clear!
Wednesday 23 October 2013
It's an image age.
Task 1d
Posting my photo's on Flikr brought back some wonderful memories but also a pang of jealousy and remorse that I will no longer have new performance photo's to look back on. However my 15 years in the 'business' has brought me plenty of image recordings that I have on proud display at home and many more tucked away in desks and photo albums.
Due to the ease of picture taking nowadays it's popularity has soared over the last decade. The introduction of camera phones created an instant transformation. Only occasionally would someone carry their phone out and about but today it's at hand for an almost instantaneous picture opportunity. Videos and images are taken of friends, colleagues and randoms on an everyday basis. Whether it be crime prevention or to just thoroughly embarrass an individual we've all seen them. Probably taken a few yourself too!! We as the human race can basically record and file our lives to the utmost detail if that's what we wished. Different people have different levels. Personally I'm unable to see the point of posting your dinner on Twitter or FB. Are we crying out for acknowledgement that much? Has the desperate need for attention got so great we need to share every aspect of our lives with whoever is willing to be a cyber friend?
We are all aware of the negative impact images and AV can have if the ethical boundaries are breached. Responsibility seems to be a common factor when discussing social media. Where though can the use of images and AV in the social media actually do some good?
Here's my link...
Posting my photo's on Flikr brought back some wonderful memories but also a pang of jealousy and remorse that I will no longer have new performance photo's to look back on. However my 15 years in the 'business' has brought me plenty of image recordings that I have on proud display at home and many more tucked away in desks and photo albums.
Due to the ease of picture taking nowadays it's popularity has soared over the last decade. The introduction of camera phones created an instant transformation. Only occasionally would someone carry their phone out and about but today it's at hand for an almost instantaneous picture opportunity. Videos and images are taken of friends, colleagues and randoms on an everyday basis. Whether it be crime prevention or to just thoroughly embarrass an individual we've all seen them. Probably taken a few yourself too!! We as the human race can basically record and file our lives to the utmost detail if that's what we wished. Different people have different levels. Personally I'm unable to see the point of posting your dinner on Twitter or FB. Are we crying out for acknowledgement that much? Has the desperate need for attention got so great we need to share every aspect of our lives with whoever is willing to be a cyber friend?
We are all aware of the negative impact images and AV can have if the ethical boundaries are breached. Responsibility seems to be a common factor when discussing social media. Where though can the use of images and AV in the social media actually do some good?
Here's my link...
Wednesday 16 October 2013
A part of everyday life.
Task 1b
How hooked is society on social media technologies? Ask yourself how many times you checked your Twitter or Facebook accounts today?...Whether it be on your phone, laptop or PC...I'll bet it's more than once! Of course it is. People are obsessed with it. I listen to the radio quite a bit throughout the day and am still amazed that there are sections of high profile radio shows that say what's currently trending on Twitter or which certain celebrity has just posted a picture of their lunch. Most adverts on TV end with the Facebook or Twitter logos in a corner. In other words saying 'come and follow or like us'. It's all around us and seems to suck people in. When did following someone-elses life become so important? I fully understand it's not just that aspect. There's the business side to it. No longer is advertising restricted to the TV, sides of buses and billboards. We don't have to buy advertising space. Any one company or person whether they be high profile or not can advertise themselves on FB and Twitter. Just look at what posting a video on You-tube can do for you. If you go viral you're as good as made. Self-promotion is everything in today's world.
How hooked is society on social media technologies? Ask yourself how many times you checked your Twitter or Facebook accounts today?...Whether it be on your phone, laptop or PC...I'll bet it's more than once! Of course it is. People are obsessed with it. I listen to the radio quite a bit throughout the day and am still amazed that there are sections of high profile radio shows that say what's currently trending on Twitter or which certain celebrity has just posted a picture of their lunch. Most adverts on TV end with the Facebook or Twitter logos in a corner. In other words saying 'come and follow or like us'. It's all around us and seems to suck people in. When did following someone-elses life become so important? I fully understand it's not just that aspect. There's the business side to it. No longer is advertising restricted to the TV, sides of buses and billboards. We don't have to buy advertising space. Any one company or person whether they be high profile or not can advertise themselves on FB and Twitter. Just look at what posting a video on You-tube can do for you. If you go viral you're as good as made. Self-promotion is everything in today's world.
Web 2.0 is everywhere. A site exists for anything you want seen or heard. Probably two sites. It's an interactive media sharing entity. A tool which enables any one person to converse on a global scale. However, it comes with it's warnings. Your words will be in the public limelight, so tread carefully because as we all know and have witnessed the consequences of not respecting the power it holds can be catastrophic.
On the professional front web 2.0 has helped me more than once. If I needed to perfect a certain accent or revise particular songs or characters You-tube and other such sites were inundated with a variety of options from which to choose. Everyday I encounter tweets or statuses requesting help for audition song suggestions or monologues. Replies with various options fly in from around the country and sometimes across the pond with people all willing to help. I've also recently noticed many dance casting agents using the social media communication tools to good effect. Sending a group tweet to clients offering information on upcoming castings must save them time and money. A little impersonal if you ask me but understandable considering the client base some of these agents have. They are moving with the times and so must we all.
My particular usage of 2.0 has been limited to the main two social media sites but due to the tasks ahead will expand over the next few weeks and months. I've seen 2.0 bring people together but I've also seen it rip people apart. Control and respect for oneself and others are needed to make this ingenious piece of technology a complete success.
Wednesday 9 October 2013
Late to the party!
And here I am...my first ever blog at the tender age of 30 something! I'm lucky it wasn't 40 something considering the colossal amount of time it took me to navigate myself around the cyber-world creating a new blog and what have you. I come from the pen and paper age, when blackboards were actually black and calculators were the latest piece of hardware. However, I have to get my information technology groove on if I'm to succeed and commence a new chapter in my life. So blogging and many other social media thingymebobs will become integral to my life over the next year having signed up for the BAPP Arts programme. I'm disappointed in missing the induction day as from what I've read it appeared useful beyond measure but It's a comfort to know that having read the handbooks I wasn't the only one who broke out in cold sweats and started to panic dramatically! The great thing about thins course is that we can all help each other so here's to embracing cyber-space and sharing my views, knowledge and experiences with you.
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