Development of Quality players Essay

On a performance perspective, the LTA stated some à ¯Ã‚ ¿Ã‚ ½7.3m has been spent on delivering the LTA Performance programme. This is set to provide financial support to more than 600 talented youngsters aged 8 to 21 years old. (LTA, 2002) The performance programme is constituted of six stages. Initially beginning with Mini-tennis (4 – 8 year olds), then progressing to Club Futures (8 – 10year olds), County Futures (11-13 year olds), National Futures(11 – 13 year old), Academies and Intermediates (14 -22 year olds) and Seniors. The development of such a structure has mainly down to the former French performance director of the LTA, Patrice Hagelauer, and his knowledge and implementation of the French development system. Originally seven Tennis Academy centres were proposed but due to the lack of junior talent coming through this was rationalised to four centres namely Bath, Leeds, Loughborough, and Welwyn Garden city. The Loughborough academy alone is costing the LTA à ¯Ã‚ ¿Ã‚ ½2m. In addition to this a à ¯Ã‚ ¿Ã‚ ½30m (Harris, 2001) National Centre is in the pipeline and is due to be built at Roehampton and subject to planning process should be ready by 2006. This is set to consist of 6 indoor, 4 grass, 6 hard and 6 clay courts, gymnasium, player and coach support services, accommodation and medical centre. The LTA is likely to meet the majority of costs for the centre although The All England Lawn Tennis Ground plc are lending a proportion of building costs. This development has been met with mixed reactions Mark Petchey Sky TV presenter commented â€Å"Once again the LTA have their priorities wrong. Unless good youngsters are coming through, the National centre will be a white elephant. Indeed it has been further commented that the belief that there is a misconception that we have talented youngsters (Bob Brett) in the last 10 years there has only been 2 juniors in the International Tennis Federation’s top 50. One of the key suggestions causing the lack of talented juniors is the quality of coaches in Britain. On 2002 spending figures only 3% of the budget was allocated to coach education. There are currently 2,100 LTA licensed coaches working in clubs in the UK (Jago, 2002). Although that may sound substantial when this figure is put along side the total number of registered player (116,588) it amounts to one coach for every 55 players. The comparison of this to the French’s excess of 4000 licensed coaches clearly illustrates we have some catching up to go (Jago, 2002). The LTA aims to initially identify talent through the nation’s club system. Yet the current established club structure is will behind that of France and Germany. (Figure 5) France has some 9,200 clubs compared to the 2,400 on Britain (Fordyce, 2002). In addition most of the clubs in France have five courts and a clubhouse. Around 8000 of them were built and maintained by cities and local authorities, each one costs à ¯Ã‚ ¿Ã‚ ½500,000. The idea of which would be a dream to the LTA and leave them with a substantially greater proportion of finance to invest in more for coaches, development programmes and competition structures (Jago, 2002) The culture of British tennis clubs may also be to blame. Tennis clubs in Britain might be a pleasant place for an adult to play a few sets on a Sunday afternoon – but they do little to help the country produce future champions. The former performance director Patrice Hagelauer, stated â€Å"The culture is one of leisure and social tennis – which is great, if you also have junior tennis and competitive tennis, but at a lot of clubs, that is not there† (Fordyce, 2002).  However, the key to developing successful players may not lie in the relatively expensive problems of increasing the number of clubs, courts and coaches but may be more with how we deal with potential talent and develop it. The LTA currently relies on talent selection, which is a process of differentiating between those young performers who are already in the sport in order to provide those with the greatest potential with opportunities for advanced level training, support and competition. However, there are a number of disadvantages with this method. Initially it relies on juniors to be playing the game and it has been shown that we currently fall behind in this area. Also, individuals usually compete with others in a similar age group and the most talented from that age group stand out. Selection of success at this young age may not be a direct indicator of potential due to the fact that it fails to take into account the varying maturation levels evident in individuals of the same age that actually dictates there power and strength due to their greater size evidently providing an advantage to those who have had a faster maturity rate. This may go some way in explaining why those talented at that young age and are selected to be developed fail to continue through and emerge and successful players on the senior circuit. It is obvious that this current method which the LTA employs doesn’t seem to working very well. Our only two players in the top 100 have been described as an ‘accident and a foreigner’ (Roberts, 2002). Tim Henman’s talent was tutored in a privately-run development scheme, and Greg Rusedski, was developed in the Canadian tennis system. Around the world other countries seem to have realised more efficient way of finding talented individuals. Much of the sporting success of Australia has been down to the realisation back in 1988 by the Australian Institute of Sport and particularly Dr Allan Hahn that it is no longer possible to have a reliance on club systems to deliver talent at an elite level. He stated that â€Å"to continue to be internationally competitive, we must actively seek to unearth the talent†. Talent searches initially implemented in rowing spread to a wide variety of sports, and following the announcement in 1994 of Australia to host the Sydney Olympics back in 2000 their in Federal Government allocated $500,000 a year for two years for national talent identification. The success of many Australian athletes at these games demonstrated the significance of such a programme (AIS, 2003). Subsequently in 2002, the tennis specific talent search was implemented namely the Targeted Athlete Project (TAP) . The program is individually designed to each player in the scheme to make them a better player. Each player is assessed upon joining TAP and areas of weakness identified. Funds are then allocated to addressing these problems (Tennis Australia, 2003) This programme aims to support 30 of Australia’s best boys and 30 of there most talented girls. Current members of the programme range from the ages of 11 to the oldest, 22-year-old Evie Dominikovi. With this system in place, Australia, who currently possesses the world’s number one in the male game, Lleyton Hewitt, will no doubt create many more players of international calibre. The adoption of such a scheme may make considerable financial sense for the LTA. Through the development of a screening process that identifies key multivariate constituents of a successful elite player more appropriate funding can be targeted at a limited number of individuals who it is known that they possess the right psychological, physiological, skill/decision making and even sociological aptitudes necessary for success. A system implemented in schools would not just limit the search to those who are currently active in tennis. This would eliminates both the players’ frustration of continued participation in a sport that they are not physiologically suited to and will prevent wasting finances on developing a talent that never had the potential to make it to the top, thus allowing the LTA to get the most out of its limited resources.  Can we develop talent and increase participation numbers simultaneously? The LTA may have set itself an impossible task of increasing player numbers and developing better quality players with the current finances. In an attempt to achieve both finances are spread too thinly and neither is achieved successfully. It is evident that these two aims may not be as mutually supportive as the LTA consider them to be. Indeed it has long been stated the key to possessing high numbers of elite sports players from a nation is to have a broad base of participation and the broader the base the increase in likely hood and probability there is of finding quality players. There are several critical flaws in this assumption and there are anomalies in statistics that prove so. Figure 6 demonstrates the weak relationship between these two variables and an increase in players is by no means a necessary pre-requisite for developing large numbers of elite performances. This is clearly highlighted in the case of Russia which has double the amount of tennis players Britain has in the top 100 yet has a 1/18th of the amount of total registered players (ETA 2000). Indeed although increasing the number of players may not have a direct effect on the number of elite players, the concentration of efforts in talent identification and development which will produce a greater number of elite players may have a combined effect in inspiring more players to take up the game; increasing the sports national profile and subsequent possibility of an increase in the sports allocation of financial assistance from national sources which would assist in broadening participation.

Mr Bhekokwakhe ntshangase

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Please study this section of the tut orial letter carefully. Right from the start we would like to point out that you must read all the tutorial eaters you receive during the semester immediately and carefully, as they always contain important and, sometimes, urgent information.Some of this tutorial matter may not be available when you register. Tutorial matter that is not available when you register will be posted to you as soon as possible, but is also available on manias. We hope that you will enjoy this module and wish you all the best! Upon completion of this module you should have obtained the applied competence of the community, citizenship and pastoral role at a beginner teacher's level.Outcomes You will be able to: practice and promote a critical, committed and ethical attitude by developing a sense of respect and responsibility towards others. Uphold the Constitution and promote democratic values and practices in schools and society. Demonstrate within your school an ability to develop a supportive and empowe ring environment for the learners. Respond to the educational and other needs of learners and fellow educators. Develop supportive relations with parents and other key persons and organizations. Develop a critical understanding of community and environmental issues, especially Hides.Department of Curriculum and Instructional Studies Unison pop BOX 392 UNISON 0003 ACH van deer Walt Building 6-72 Muckiness Campus Propeller Street PRETORIA Tell: (012) 429-4033 University If you need to contact the University about matters not related to the content of this module, please consult the publication my Studies @ Unison, that you received with your study material. This brochure contains information on how to contact the University (e. G. 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Statement Of Teaching Accomplishments And Philosophy

Statement of teaching accomplishments and philosophy by Shinsei Ryu Graduate supervising Current status overview Graduate students and graduate education are large parts of my research activities, and naturally I spend a lot of time and put a lot of efforts for this. Starting from small initial projects, I have been successful to make some students to get involved in real research activities. These students seem to find the projects I gave interesting, and managed to find a way to get along with me. Right now, I am actively working with the following six UIUC graduate students: Olabode Sule, Xueda Wen, Chang-Tse Hsieh, AtMa (Packon) Chan Apoorv Tiwari, Hassan Shapourian. In addition, one student, Po-Yao Chang, has just graduated, and moved to the Rutgers University for his new postdoctoral job. These students listed above finished and published a few research papers with me or are preparing for a paper. Four students (Olabode Sule, Xueda Wen, Chang-Tse Hsieh, AtMa Chan) have finished their prelim, and are currently working to finish their Ph.D programs in the coming years. There are also two exchange graduate students from Brazil and Sweden, Pedro Lopes and Thomas Kvorning, who finished and have been finishing research papers with me. Thomas Kvorning spent three months in my group in 2014, by making use of INSPIRE partnership of UIUC and Swedish institutions. In addition to these â€Å"core† students in my group, there are a couple of more students who I am involved with. (TheyShow MoreRelatedEssay about Personal Educational Philosophy1069 Words   |  5 Pageseducational philosophy statement. It represents my ideas and values about teaching and learning; it reveals my personal teaching beliefs and their relation to the five major established educational philosophies; it shows my role and responsibilities in educational process. 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Triple X Syndrome Testing and Diagnosis - 769 Words

Dear, Brown Family I am Dr. Cunningham I have a PHD and MD from Stanford University. I am a Obstetrics and Gynecology affiliated with St. Vincent Health Hospital I have been working here for about 6 years now. Over week I have been doing numerous test on your daughter such as Amniocentesis and Chorionic Villus sampling. Chorionic villus is collected by putting a long thin needle through the belly into the placenta. Amniocentesis is tested by getting a sample from the amnion or amniotic sac surrounding a developing fetus and the fetal DNA is examined for genetic abnormalities. The purpose of these testing is to determine whether or not your daughter is diagnosed with Triple X syndrome.These test can be done at any time but preferably early in pregnancy. As my years of being a doctor I have seen about 1990 women undergo Chorion Villus sampling and there were no serious maternal infections among the women in this. 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Essay on The Ethical Dilemma of Defining Moral Absolutes

When our ancestors began to develop cognitive thought, they began to compare themselves to one another in an attempt to decide what is morally permissible behavior, and what is not. Although, our global community has grown to be very large, and culturally diverse these same moral debates still linger in today’s society. Fundamentalist believe that there are absolute moral codes that apply to all societies. Inherently the fundamentalist view sounds like an ideal view that all cultures should respect. However, there are flaws in the fundamentalist views, who decides what is morally permissible and what is not. This is where the moral relativist view comes into play in an attempt to further define moral guidelines that are relative to†¦show more content†¦This type of moral absolutism leads to oppression and an inability to progress into a more culturally diverse society. 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Censorship in Platos Republic free essay sample

In The Republic, Plato plays around with the argument that it is better to be just than unjust. His vessel for showing this is through the forming of an â€Å"ideal† city. In this hypothetical city he creates a censored educational system and abolishes the â€Å"typical† family structure in hopes that the society would be just. Taking in the context and the time period, Socrates’ ideas were radical but plausible, if executed correctly. Through that execution, though, I am not completely convinced that human emotions would not get in the way. The main discussion of the book is on the topic of what is just and unjust and what lifestyle is beneficiary. After countless examinations and definitions, Socrates in book IV is able to convince his comrades that political justice is simple; virtue which in turn is the greatest good(444a-b). He then concludes that if justice can be found in a city, then ideally it can also be found within an individual. We will write a custom essay sample on Censorship in Platos Republic or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He believes that a just person would be one that is not distracted by their indulgences of appetites, which Plato classifies as drink, food, sex and money loving. Socrates believes that a person with a balanced soul will refrain from acts that we consider to be unjust, for example, murder, adultery and treason. But how do you achieve a person with a balanced soul? Socrates believes it comes from upbringing, through education and parenting. When creating the ideal city Socrates states that â€Å"one must do his own work in accordance with his nature† and with the proper education in music and physical training the city as a whole will be just. The emphasis is on proper education, that the information given to its citizen especially to those defending the city must shape a character that is moral and accepts the beliefs that the city has put forth. Socrates believes that with censorship of certain poetry and stories the citizens will approve only of what is familiar and dislike whatever is new, causing the city to be efficient. The content in which he believes would be damaging would be anything that puts the Gods in bad light, for example showing Zeus giving into his sexual desires or showing the Gods fighting amongst each other. As for the  guardians (soldiers) they must not know what fear is, they must â€Å"Fear slavery more than death(387b) or think that a â€Å"death is a terrible thing for someone decent to suffer†(391e). If they are not exposed to the ideas of fear through stories, they will not know what fear is and that will make them triumphant in battle theoretically. Socrates also states that stories that encourage excessive laughter, lies, the love of sex, food and drink will causes the people to believe those activities are enjoyable, which he believes those acts cause the soul to be unjust. This censorship of poetry and stories, even music, makes it seem like Socrates is getting rid of those activities. He states that for the soul to be just it must be filled with those arts but only a limited area, a positive light, nothing dark or dissuading, because the arts that contain taboo information are harmful to people. If heard, they can excuse themselves for their actions and if they aren’t exposed, they wont find themselves indulging in those emotions. Thus making the individuals stronger. Plato is arguing that the city is necessary for the life of the citizens, he seems to see that the city is more important than the individual themselves. But the people within the state have to cooperate, and if freedoms are limited it is human nature to seek something that fits there needs. The people should cooperate when it comes to protection and productivity of the city but trying to control what they believe to be there values seems ironically unjust. What I gathered from the reading is that Plato believes that with a very censored education people will stop radical thinking and fall into line. But Plato himself is thinking these ideas, what will stop one of the craftsman thinking along those same lines. Plato seems to think that without these outer influences emotions can be dulled, but â€Å"life without any emotions would be life without meaning†(Jagger), and life without meaning could lead to a large portion of the society to fall into depression. A persons emotions, even if one does not know a name for those emotions, may cause them to feel or act in a certain way. Socrates society is a controlled  environment similar to a scientific experiment. Much like an experiment one must account for unknown variables that could manipulate the outcome. In the controlled environment, basic human behaviors will come out. Such as, seeing a stronger boy in the physically training and be longing to be like that, jealousy. Or the simple attraction between individuals, lust. They may be told not to react to those feelings but instincts push us to. Lastly, how would he form this hypothetical city? Would he have to gather â€Å"just† men and â€Å"virtuous† women that share the same beliefs as him and start with a fresh batch of children in a new isolated city. Because if someone remembers the past, with the art, the family interactions, I’m not quite convinced they would enjoy this situation. If the people believe the city was there for their better good and help them with their chance of survival I could see the city potentially forming, but only under extreme circumstances. For modern times I do not see this hypothetical city working, look at controlled media experiments such as the movie The village or in 1984’s â€Å"Big Brother† these prove that â€Å"curiosity killed cat† or something inside of us will seek the truth? The variables may bust this scientific experiment. If Plato’s concept of the ideal city was correct, we would not being reading The Republic, we would be living it.

Who Is To Blame Romeo And Juliet Essay Example For Students

Who Is To Blame Romeo And Juliet Essay Romeo and Juliet began as an ancient ritualistic tale. It was chanted or spoken in unison by a stage full of monks. When Shakespeare was alive and writing his plays, the church was openly opposed to theatre. Sometimes, it could manage to have theatres shut down merely because they believed it was wrong. The church also disallowed female participation in the theatre. So, in Shakespeare’s time, Juliet would have been played by a young boy. Shakespeare used astrological terms in many of his plays. A good example of a astrological term in Romeo and Juliet Is in the Prologue: â€Å"star-crossed lovers†. We will write a custom essay on Who Is To Blame Romeo And Juliet specifically for you for only $16.38 $13.9/page Order now The two main characters, Romeo and Juliet both came from different families. That would normally be okay, but not in Shakespeare’s play. The two families don’t exactly get along. Romeo, of the Montagues fell in love with Juliet, from the Capulet family despite the feud that they knew would never end. The Montagues and the Capulets were both royal families but both acted very immaturely. Friar Lawrence and Nurse were both different from each other in many different ways. Friar Lawrence was more of a â€Å"neutral†. Nurse was dedicated to the Capulets, but tried to keep Juliet happy with Romeo. Nurse was not true to Juliet to the end like Friar Lawrence was to Romeo. Friar Lawrence helped the two out when Nurse could do nothing. Nurse and Friar Lawrence were also alike in many ways. For instance, both help Romeo and Juliet a lot. Friar Lawrence and Nurse both know about the wedding. Nurse agrees with Juliet in the beginning. Friar Lawrence is eventually convinced to agree with Romeo. The most important similarity is that both care about and care for Romeo and Juliet very much. Friar Lawrence and Nurse both affected the outcome greatly. Nurse relayed messages from Juliet to Romeo. These messages that Nurse carried helped set up one of Friar Lawrence’s most important parts in the play: the marriage. If the two teenagers hadn’t been married, most likely, the ending would have been different. The marriage between Romeo and Juliet was what caused Juliet’s emotional anguish after Romeo killed Tybalt. That is the reason Juliet went to such extremes to get to Romeo. Finally, that is what caused the suicides. Nurse and Friar Lawrence had a great influence on the outcome of Shakespeare’s famous play, Romeo and Juliet. Shakespeare Essays