COACH EDUCATION 1 Individual Learner Portfolio (Logbook)

COACH EDUCATION 1 Individual Learner Portfolio (Logbook)Paper details:
COACH EDUCATION 1
Individual Learner Portfolio (Logbook) RE-ASSESSMENT

The individual learner portfolio will be a collection of tasks, assignments and other course work completed over the duration of the Re-Assessment period.
The portfolio should include:
Front Cover Sheet
Including: Name/ Student ID number/ Module/ Assignment Title

Table of Contents
Clear and precise table of contents (easy to follow)

Kickstart 1: Session Planners (Club/ Team Coaching)
3 full session planners (x3 complete sessions)
All session plans MUST be completed using a detailed session planner
Each section/ page should include a detailed diagram, organisation information and key factors
Each session plan should include x3 sections/ pages relevant to the chosen topic
a.) Warm Up,
b.) Function and, or Skill practise
c.) Small Sided Game (minimum 3v3, maximum 7v7)

Kickstart 2: Session Planners (Club/ Team Coaching)
3 full session planners (x3 complete sessions)
All session plans MUST be completed using a detailed session planner
Each section/ page should include a detailed diagram, organisation information and key factors
Each session plan should include x3 sections/ pages relevant to the chosen topic
a.) Warm Up,
b.) Function and, or Skill practise
c.) Small Sided Game (minimum 5v5, maximum 7v7)

Written Reflection
250 word written reflection on Development as a coach over the duration of the 6 sessions.
Consider your performance in the following areas:
Coaching Process (Observation, Identifying and Correcting mistakes)
Demonstration (verbal information, practical demos, detail of demos)

DEADLINE:

Your assignment(s) must be returned to your relevant lecturer Paul O Reilly, at ‘School of Business & Humanities’, Institute of Technology Carlow, Kilkenny Road, Carlow by registered post on or before 4pm on Friday, August 28th 2015 at the latest.
Important Note:

Please note any assessment not received by the school office by the deadline above will not be graded and will receive a 0% grade.

If the learner fails to complete or fails to pass this re-assessment component of the Coach Education 2 module he or she will fail the module and will not be in a position to progress to year 3.
RESOURCES:
All resources available in the IT Carlow Library
Name
Books
1 Focused For Soccer
2 Soccer Tough
3 The Boot Room
4 Lifestyle Wellness Coaching
5 Successful Coaching
6 Statement of Strategy 2011-2014/FAI
7 The Ethics of Sports Coaching
8 The Future Game
9 Winning!
10 How to coach a soccer team
11 Basic Team Coaching
12 Every Day is Game Day
13 Strength and Conditioning for Team Sports
DVDS
1 Coaching Players: a new approach (FA England)
2 Developing the player: the 4 corner approach (FA England)
3 Make Your Move/Coerver Coaching
4 One touch and combination play : part 1 fast break attack
5 One touch and combination play : part 2 playing under pressure and finishing

Coach Education 1 – Individual Learner Portfolio RE- ASSESSMENT
Student: ________________________________________________

Date: ________________________________________________

Signature: ________________________________________________

Assessor: ____________________________Mark: ________________
Possible Points Score Comments

Presentation of learner portfolio
10%
Learner portfolio neat and well presented in logical sequence, use of table of contents, page/ chapter dividers and correct referencing within and in bibliography 10
Tasks
60%
Kickstart 1 Session Planners x3

(warm-up, function or skill practise and SSG)
30
Kickstart 2 Session Planners x3

(warm-up, function or skill practise and SSG)
30
Written Reflection 30%
Detailing personal self-reflection on coaching performance:

(Coaching process, Demo)
30
TOTAL
Coach Education 1 – Individual Learner Portfolio RE- ASSESSMENT
Student: ________________________________________________

Date: ________________________________________________

Signature: ________________________________________________

Assessor: ____________________________Mark: ________________
Possible Points Score Comments

Presentation of learner portfolio
10%
Learner portfolio neat and well presented in logical sequence, use of table of contents, page/ chapter dividers and correct referencing within and in bibliography 10
Tasks
60%
Kickstart 1 Session Planners x3

(warm-up, function or skill practise and SSG)
30
Kickstart 2 Session Planners x3

(warm-up, function or skill practise and SSG)
30
Written Reflection 30%
Detailing personal self-reflection on coaching performance:

(Coaching process, Demo)
30
TOTAL

6.
Sea Island creole dialect (Gullah/gechee)
Julius-Maximilians-Universität Würzburg SS 2015
Philosophische Fakultät I 08.06.2015
Neuphilologisches Institut
Lehrstuhl für englische Sprachwissenschaft
Dozentin: Marie-Christin Himmel, M.A.
Referentinnen: Christina Aigner, Sabrina Brust
Sea Island Creole (Gullah / Geechee)
Historical Background
– primarily spoken along the coasts of South Carolina and Georgia
– slaves from West Africa (Liberia, Sierra Leone, Guinea) and the Caribbean were brought to the rice plantations on the Sea Islands
– English based creole language, but origins are still speculative (three hypotheses)
– warm, semitropical climate of coastal South Carolina and Georgia ? spread of tropical diseases
– isolated on the islands, no contact to mainland ? Gullahs were able to preserve their language and cultural habits
Phonology
Vowels
Spelling
StE/AmE
Sea Island Creole/Gullah
<a, ea>
/?:/
(art, heart)
/æ/
like in fat/that
<a>
/æ/
(hat)
/?:/
like in hot/pot
< e, ea>
/e/
(bed, dead)
/e?/
like in pail/nail
<e, i, o, u> + <r>
/??/
(certain, cirlcle, word, church)
/?/
like in bud
<oi, oy>
/??/
(oil, oyster)
/a?/
like in pile
Consonants
voiceless stops [p], [t] and [k] in Gullah are generally unaspirated at the beginning of stressed syllables
consonants are sometimes omitted:
b: in medial position number ? nummuh
d: in medial position candle ? cannel
or (final) when it follows n or l band ? ban´
l: in medial position almost ? a´most
ng: when final and unstressed evening ? evenin´
s: initial when followed by a consonant scratch ? ´cratch
w: in intial position woman ? óman
Consonants which are added:
n: prefixes esp. to words beginning with u- or yu- sound young ? nyoung
s: prefixed to a few words beginning with consonant question ? squestion
y: initially added to word beginning with a vowel arm ? yahm
the “th” sound:
/?/ ? /t/ ‘thank you’ ? tank yu
/ð/ ? /d/ ‘this, that, them’ ? d?s, dat, d?m
Morphosyntax
Features that share Gullah with other Atlantic English creoles:
– tenses: bin for past or past of past, go/ga [g´] for future, duh [d´] for progressive, and done for perfect
– partial gender and case distinctions in the pronominal systems (thus him is used for all three genders and is used both as object and subject)
– use of fuh [f´] (English: for, to): we tell um fuh come = ‘we told him to come’
– extensive use of serial verb/predicate constructions: come kyah me to d’hospital = ‘come and take me to the hospital’
– use of weh derived from what
– nouns are uninflected in number: kyat don eat raw tato = ‘a cat does not eat raw potato’ or ‘cats don’t eat raw potato’
– common usage of the associative plural: Sara dem very nice people = ‘Sara and her family/friends/associates are very nice people’)
– common usage of the associative plural (as in Sara dem very nice people ‘Sara and her family/friends/associates are very nice people’)
– similar pronunciations of words such as oil [ayl], cat [kyat], fair [fyE:]

No fixed set of features that has Gullah in order to be identified as a creole
– Gullah has an indefinite article a (pronounced only as [´]), where other English creoles use the singular quantifier one
– it actually has a schwa, which is not attested in Caribbean creoles
– dem (as in dem boy) both with the meaning ‘those boys’ and ‘the boys’, whereas Jamaican Creole uses prenominal dem for the plural demonstrative meaning only
– wider set of negations, whereas Jamaicans only have only one
Gullah structure:
– many structures that are English, as NP and VP
– questions are typically marked by intonation, especially those starting with a wh-phrase or aint ([Eyn(t)], [E)], [InI] < aint it): Ain/Inni you see Al yes’day? = ‘Didn’t you see Al yesterday?
– the object NP still follows the verb, and within the NP, the order is still Det(erminer) + Adj(ective) + N(oun) + Modifying clause
– pronominal system:
a) personal pronouns
Standard English
Gullah
I
uh [v] (subjective form)
me (objective form)
you
you
he / she / it
(h)e
(h)im or um [vm] (objective form) / she /it
we
we (subject function)
us (object function)
you
you, yall [yc:l]
they
deh [dE:], dem [dEm] (subject and object funtion), em [Em] (weaker variant, only in object function)
b) possessive pronouns
Standard English
Gullah
my
muh [mv]
your
you, ye [yi]
him / her / its
he / she / it (merges with (h)e)
our
our [aw]
your
yall’s
their
deh [dE:]
– relative clauses
?distinction between factive and non-factive /purposive relative clauses
?purposive: introduced by the complementizer fuh: a book fuh da chillum (fuh/tuh) read = ‘a book for the children to read’
?factive: introduced by a null complementizer or by weh [wE] (English: what): everything (weh) Alison say= ‘everything what Alison said’ ‘everything that Alison said’
Bibliography
Brown, Keith & Sarah Ogilvie. 2009. Concise encyclopedia of languages of the world. Amsterdam et al.: Elsevier, p.470-471.
Kortmann, Peter & Edgar W. Schneider, eds. 2004. Handbook of Varieties of English. 3 vols. Berlin / New York: Mounton de Gruyter.
Mufwene, Salikoko S. 1997. “The Gullah´s Development: Myth and Sociohistorical Evidence.” Language Variety in South Revisited. Ed. Cynthia Bernstein, Thomas Nunnaly and Robin Sabino. Tuscaloosa: The University of Alabama Press, p. 113-122.
Opala, Jospeh A. 2004. The Gullah: Rice, Slavery and the Sierra Leone – American Connection.
<http://www.yale.edu/glc/gullah/index.htm> (05.06.2015).
Stevens, Jeff. 2005. Gullah. <http://faculty.washington.edu/wassink/gullah.pdf> (05.06.2015).

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