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free-throw.jpeg. Basketball Training Course. 25 May 2011. Web. 20 Dec. 2012.
We can look at learning to shoot a free throw in basketball as an example. When Michel Jordan explains the process in the instructional video “Fundamentals of Free Throw Shooting” on the website Basketball Training Course, he spends six minutes explaining and demonstrating the fundamentals that are represented in the image above. As he points out this simple shot is a difficult one because of the distractions, even when the shot is being attempted by a seasoned player. He talks in terms of “ritual,” defined as “an act or series of acts regularly repeated in a set precise manner” in the on-line dictionary merriam-webster.com, or what we might call practice.
To gain a competitive edge in a friendly game of golf, players suggest asking the player about to hit the ball off the tee some question about how he or she executes swing because the player’s focus changes back to the “how” of the swing instead of the result.
Given these phenomena, we can understand that any time we focus on an element of a process, we are distracted from the end result. Even so, that evaluative process is necessary. Even a seasoned athlete who learns a new technique is not immediately better because there is the process of re-learning. This process begins with reflection that allows us to determine what we do, how we do, why we do, so that we can improve any one or all of those. Here, a narrow focus - one thing at a time – allows for greater clarity and ease in effecting the change we want. Learning to identify our own weaknesses is a skill in itself. Meanwhile, we allow someone who is both knowledgeable and who wants to see us improve provide feedback: a coach, a mentor, an instructor.
Those who are learning to master something new, such as a new physical movement or a new piece of music, typically focus their time on the parts that are most difficult because they understand what they do not do well is where practice is needed. The same approach can be applied to academics. If we read something and have no questions, if we understand it all the first time through, we are probably not learning anything new. If, however, we are challenged, need to re-read, look up some words, verify our understanding, we are going through the same type process in order to use the information as we process and respond to new challenges. Of course, for some the process is easier, but each time we meet this type challenge, we become better equipped.
Additionally, as we progress, the standards of evaluation change. What we expect of a novice is quite different from what we expect of someone who is experienced. We expect the novice to make mistakes that are considered unacceptable for the experienced. In the same way, we penalize infractions differently. The expectation for a novice’s recital is different from those of a performance that is the culmination of years of practice. In the same way, the expectations for adherence to the rules for a pick-up game are different from those when the play is sanctioned.
In the sandlot game, the players agree on a set of rules. In the sanctioned game, the players are expected to know and observe established and recognized rules of play. What we expect determines how we interpret what we see. The context determines the type expectations we have.
These same expectations are true of writing. Learners are afforded more latitude. In informal situations we establish rules. When we text, we may seldom use periods; instead, we may use a dash, or we let the capital letter alone indicate the beginning of a new thought. We probably use contractions but do not use apostrophes, and we use abbreviations like FYI (for your information) or BTW (by the way). All of these are appropriate in the context of text messages sent to family members; however, if we need to text my employer, we will be more formal by using the standards of more formal communication. The context and the audience are determinants, and we adapt accordingly.
The same adaptation is true of how we share ideas and experiences. As a general rule, we inherently understand that audience is a determinate of content, language, and tone. Think of something funny that happened to you recently, something you shared with a close friend. Think of the details you chose to include and the language that you chose to communicate the details. If asked to recount the experience to the class, would you tell the same – exact – story? If someone (a grandparent, your supervisor) overheard you and the friend laughing and asked you to recount the story, how would you tell the story? In the academic context our audience is an academic community, which is part of the larger culture and socieity. Certain standards and rules, including those associated with academic writing are the established and recognized rules of play.
Whatever a person’s individual academic goal, being able to communicate effectively, to adapt a message to a particular audience, to academic standards is a foundational or fundamenta skill. Learning to communicate effectively in the academic environment is advantageous because the same skills can be transferred to business situations and in personal relationships. Whatever challenges we face, being able to communicate effectively facilitates our success.
Jordan, Michael. “Fundamentals of Free Throw Shooting.” Basketball Training Course. 25 May 2011. Web. 20 Dec. 2012.
In the instructional video that is a little under six minutes “Fundamentals of Free Throw Shooting, Michael Jordan describes and demonstrates the fundamentals of the basketball free throw shot and states that the shooter must “understand the fundamentals. ”
5:49
Roberts, Graham, Shan Carter and Joe Ward. “How Mariano Rivera Dominates Hitters.” 29 Jun. 2012. New York Times Magazine. Web.
A particularly interesting look at a pitcher’s consistency in executing the fundamentals.
Link: http://www.nytimes.com/interactive/2010/06/29/magazine/rivera-pitches.html?ref=multimedia
"Michael Jordan: Fundamentals of Free Throw Shooting." 18 Nov. 2008. YouTube.com. 15 Jan. 2013.
https://www.youtube.com/watch?v=JdTQi4L6khw
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