The Psychology Of Team Sports

The Psychology Of Team Sports Hardy and Grace, (1997) outlined the importance of team building research in sport when they suggested whether a team is successful or not is frequently attributed to the effectiveness of their teamwork. To develop the effective team many team building programs attempt to increase cohesion amongst a group as team cohesion can affect performance (Eys et al, 2005). Different areas of group dynamics can be used to increase team cohesion, this section of the report will focus on the research conducted on leadership, role ambiguity and goal setting. Leadership is an important component for developing cohesion in sports teams (Carron et al, 2005). It has been suggested that effective leadership is a vital contributor to member satisfaction (Reimer Chellandurai, 1995). Leadership behaviours and styles adopted can have a big impact on team cohesion and subsequent performance. (Carron et al. 2005) An early study, investigating the relationship between (the coaches) leadership behaviours and team cohesion within sports teams, found adopting a democratic style produced higher levels of task cohesion (Lee et al. 1993). In addition, a variety of studies reported that an increase in social support behaviour increased task cohesion (Lee et al. 1993, Westre Weiss, 1991; Riemar Chellandurai, 1995). One study, Riemar Chellandurai, (1995) went further and examined the leadership behaviours preferred and perceived by players depending on their position. They found defensive athletes perceived and preferred higher levels of social support and democratic and autocratic styles then the offensive athletes. They also found member satisfaction was greatly influenced by social support. More recent research has tended to focus on the role of the athlete as a leader within the team, for example, the captain. Research has suggested athlete leaders are in fact better than coaches at administering leadership behaviours, such as; a democratic decision making style and social support (Loughead and Hardy, 2005). Whats more, further research has been conducted to assess different types of athlete leadership. For example, Loughead et al, (2006) discovered two types of leader within a sports team; a team captain and a peer leader (supplies leadership to at least 2 team members). In addition, Eys et al, (2007) investigated how 218 athletes perceived the athlete leader distributions within their sports teams. Their results suggest that members of a team are more satisfied when 3 leadership roles (social, task, external) are performed to the same extent regardless of how many are leaders present within the team. Carron et al, (2005) identified individual clarification of role responsibilities to be one of the most important factors in sport. The vast majority of research on role states in team sports has been on role ambiguity (role clarity) and its relation to performance using the conceptual model proposed by Beauchamp et al, (2002). The effect role ambiguity had on both task cohesion and task self efficacy was investigated by Eys Carron (2001). They concluded that members within basketball teams who were unsure of their role responsibilities, reported lower levels of attraction towards the team and felt their team was less unified in their task approach. Another study, Eys et al, (2003) demonstrated that team members perceptions of role ambiguity decreased throughout a competitive season. Additionally, although perceptions of role ambiguity are individual, members of a team could share the same beliefs. Finally, new editions to the team are more likely to perceive role ambiguity compared to experienced members of the team at the start of the season. Nevertheless, as the authors suggested, the results of this study will be difficult to apply to other team sport settings (e.g age group, competitive standards) as it was undertaken on a homogeneous population (Eys et al, 2003). It has also been reported that greater role ambiguity and role clarity could affect an athletes self efficacy, satisfaction and performance. These factors could not only affect the individual but the team as a whole (Forsyth, 1999). Beauchamp Bray (2001) investigated university athletes perceptions of role ambiguity and role conflict among their respective sports teams. Results demonstrated that members who perceived greater levels of role ambiguity and conflict had lower levels of efficacy and were less inclined to perform their role responsibilities. This is concurrent with Bandura, (1997) who suggested a decrease in persistence and effort will occur if the athlete is unclear of their role. The associated performance is also likely to suffer (Bandura, 1997) as indicated by Beauchamp et al, (2002) who found a negative relationship between role efficacy and role performance. Additionally, the relationship between leadership and role ambiguity could prove further understanding of thi s subject (Eys et al, 2003). The more detailed, specific and challenging yet realistic a goal is the more effective it will be (Gould, 1993). However, research found team members often set themselves unclear and generally descriptive goals (Brawley et al, 1992). In addition, when Dawson et al, (2002) interviewed varsity athletes to determine their goal setting habits, they found team members set personal goals and their respective teams had group goals. Research has indicated that team as opposed to individual goals are better for improving team sport performance (Johnson et al, 1997). The authors demonstrated how subjects who set team goals improved their bowling performance in cricket, yet subjects who set personal goals did not. The addition of team goals to a group has proven successful in the past. Lee (1988) found that adding team goals to female hockey teams had a positive effect on team performance. This was concurrent with Senecal et als, (2008) study of female basketball players. Over a season long intervention, they found team cohesion significantly increased in the intervention group compared to the control groups when they utilised team goal setting. Furthermore, Mellalieu et al. (2006) found a goal setting program with professional rugby players to have a positive impact on performance. It has been suggested that goal setting can enhance team cohesion by providing a team focus (Widemeyer Ducharme, 1997). Focusing on one goal can improve group communication, commitment and satisfaction, improving group cohesion and subsequent performance (Carron Spink, 1993) Nevertheless, there have not been many studies carried out in sport that have investigated the effect of team goals on team performance (Widemeyer Ducharme, 1997), with the majority of studies conducted outside of the sport setting (Weingart, 1992). Team building intervention A team goal setting program was chosen as the intervention topic to improve team cohesion (see appendix a). Early research from Widemeyer et al, (1992), as cited in Widemeyer Ducharme (1997) found athletes felt having a team goal was the most significant contributor to task cohesion from a choice of 35 variables. More recently, Stevens Bloom (2003) found team goals to be the most effective topic to utilise in a team building intervention. The following team building intervention applied principles from Eys et al, (2006) in Senecal et al. (2008), Widemeyer Ducharme, (1997) and Widemyer McGuire, (1996) in Carron et al, (2005). Step 1: Developing Long term goals Firstly, the athletes and coaches will work together to decide the long term goal of the team (Kyllo Landers, 1995) for example, achieve a top 3 position in the league. This will take place during an all day workshop during the first week of pre season. The athletes will work in small sub groups of 3-4 and discuss long team goals for the team (Eys et al, 2005). Once the sub groups have decided a long term goal, the coach will write the goals on the white board and the team will discuss together (Dale Wrisberg, 1996), narrowing down to one specific and measurable goal (Gould, 1993). The Long term goal will then be posted in the changing rooms for the remainder of the season, to help motivate the athletes (Weldon Weingart, 1988). Step 2: developing short term outcome goals To achieve the long term goal, specific and measurable (Carron et al, 2005) short term goals will be set as stepping stones (Kingston Hardy, 1997), for example, win the next 3 out of 5 games. To decide the goals, the coach will remind the players of last seasons statistics (eg. Wins, losses, league position) (Widemeyer Ducharme, 1997). After the long term goals are decided, the players will use these statistics and repeat the same procedure as in step 1 by getting into subgroups (Eys et al, 2005). Once discussed, 5-6 specific and achievable short term outcome goals will be decided (Widemeyer Mcguire, 1996) Step 3: Developing short term performance goals In addition, the players will set performance goals during a second all day workshop, 2 weeks into the pre season. The use of multiple goal setting strategies has been shown to be more beneficial to performance (Filby et al, 1999). For this intervention, the players will only be working towards team goals as previous research has suggested team goals are better for improving team performance (Johnson et al, 1997) and that individually hidden goals have no significant impact on performance (Kyllo Landers, 1995). The performance goals will be decided through the use of performance profiling (Dale Wrisberg, 1996). This will be a group profile for the team as a whole. Firstly, the players will discuss what characteristics they believe a successful football team has. The players will express their opinions to the coach while they write them down onto a white board. The characteristics will need to be specific, so if there too general they will be re-evaluated until clearer. When the athletes and coach are happy that at least ten appropriate characteristics are on the white board, the players will individually and anonymously write all the characteristics off the white board on to paper. Examples of characteristics could be; putting 100% effort into every training session and game, winning over 80% of their aerial battles. The players will then proceed to evaluate their teams characteristics between a scale of 1-10, with 1 being weak and 10 being strong. Once completed, each characteristic will be calculated as a mean. The lowest mean scores will be the areas developed into performance goals that the team will aim to achieve. Additionally, the coach will use the same procedure to demonstrate their perceptions of the team. At the next group meeting the team will discuss the results (lowest scores) and agree on 5-6 performance goals to improve their perceived weaknesses (Dale Wrisberg, 1996). When the specific performances goals are established, the team needs to decide realistic yet challenging target levels for these goals (eg. more than 5 shots on target per game) (Carron et al, 2005). To make sure their realistic and challenging the coach will again provide the athletes with statistics from last season (eg. shots on goal, tackles won). The sub group procedure used in step 1 and 2 will be utilized to achieve this (Eys et al, 2005). After negotiations the team will conclude the appropriate targets for their team. This process will be repeated during the middle and the end point of the competitive calendar (Dale Wrisberg, 1996) so that the performance goals can be updated throughout the season Step 4: Monitoring and evaluation of short and long term goals The Long and short term goals will be continually monitored throughout the intervention. Prior to every match and practice session (1 of each per week) throughout the pre and competitive season the team will be reminded of the goals they set for themselves in attempt to provide a focus for the team and help motivate the players (Weldon Weingart, 1988). To do this team goals will be written on the white board in the changing rooms, the coach will then highlight the importance of these goals during their team talk. In addition, after each match team statistics (eg. goals scored and corners won in that game) and the statistics for the agreed performance indices will be posted in the changing rooms. The team members can then look at the statistics and measure their progress towards their target levels. Step 5: Updating team goals After every 3-5 games, the coach and players will work with the intervention specialist on evaluating and possibly updating the team goals if needed, eg. Removing or adding performance goals and changing the target level (Senecal et al, 2008). This will be achieved using their performance statistics from the previous 3-5 games and the characteristics of their next 3-5 opponents (Widemeyer McGuire, 1996). Again, the procedure demonstrated in step 1 will be used to administer the changes. Stage 6: Praise continued progress toward team goals During the intervention the coach will continually openly praise his team when they do well and progress toward their team goals, feedback on goal progress may enhance the use of team goals (Widemeyer Ducharme, 1997). Step 7: post intervention check. 1 week after the intervention was completed; A 5 question, post intervention questionnaire (Stevens Bloom, 2002) was completed by every player to assess the effectiveness of the intervention (Senecal et al, 2008). In addition, 1 and 3 months after the intervention is completed interviews will be conducted with each player (Stevens Bloom, 2003). Players will be instructed to relax and openly discuss their opinions of the TBIs effectiveness. Critical analysis of team building interventions in sport Team building interventions are designed to improve group performance by increasing group cohesiveness (Carron et al, 1997). However previous studies have produced mixed results on the effectiveness of team building interventions (TBI) on improving cohesion. Some were effective (Voight Callaghan, 2001; Senecal et al, 2008; McClure Foster 1991; Mellalieu et al, 2006) and some were unsuccessful (Prapavessis et al, 1996; Cogan Petrie, 1996; Stevens Bloom, 2002). One study, Steven Bloom (2003) found their TBI to be effective during the pre season but not throughout the competitive season. Nevertheless, Brawley Paskevich (1997) have highlighted many methodological concerns with the research conducted using team building interventions. For example, the pre-test, post-test experimental design employed by various TBI (Voight Callaghan 2001: Senecal et al, 2008; Prapevessis et al, 1996; Stevens Bloom, 2002; Mellalieu et al, 2006) makes it difficult to determine the effectiveness of the intervention. Although three of these studies were effective (Voight Callaghan 2001: Senecal et al, 2008; Mellalieu et al, 2006), due to the absence of measures throughout the competitive season, although likely it makes it difficult to determine whether or not it was the TBI that improved performance or outside interference, questioning the validity of their results. For example, Brawley Paskevich, (1997) suggested leadership change; a less competitive calendar or the loss of an unsettling member could have all influenced team cohesion independent of the TBI. Some studies that employed a quasi experimental design (Cogan Petrie, 1996; Stevens Bloom, 2003) reported their TBI to be ineffective at improving team cohesion. The design could be the reason for their lack of significant results. A quasi experimental design rarely includes random assignment making it difficult to determine whether factors such as differences in coaching style and team atmosphere affected the results (Stevens Bloom, 2003). Randomly assigning members to different teams, allows experimenters to observe which treatment of the TBI infers change (Brawley Paskevich, 1997). One study employed an experimental design (Mclure Foster, 1991). The results of their study suggested their intervention was effective at increasing cohesion among gymnasts. The positive results of their study could be attributed to the experimental design as this method includes random assignment. Therefore they were able to notice a difference in cohesion amongst randomly assigned athletes with out interference from some of the problems mentioned above. Furthermore, some studies did not utilise a control group, one was effective at improving cohesion (Voight Callaghan 2001) another was ineffective (Bloom Stevens 2002). The absence of a control group however, questions the validity of Voight Callaghans (2001) results. As suggested by Brawley Paskevich, (1997) it is difficult to establish whether their TBI was actually the cause for the improvement in performance as there were no control or placebo groups to compare the results to. In addition, as Stevens Bloom (2002) did not include a control group, whether or not cohesion levels would have decreased over the season and therefore whether or not the intervention was helpful to the team is unclear. Additionally, the duration of the TBI is another methodological concern identified by Brawley Paskevich (1997). It has been suggested interventions are fairly slow processes (French Bell, 1984) and at least 1 season of a TBI is needed to produce results of any significance (Brawley Paskevich, 1997). Therefore the results of studies that lasted less than a season (Prapavessis et al, 1996; Mellalieu et al, 2006) may not portray the long-term effects of the intervention. Studies that have lasted at least a season (Senecal et al, 2008; Mclure Foster 1991; Stevens Bloom, 2002; Voight Callaghan, 2001; Stevens Bloom, 2003; Cogan Petrie, 1996) are more likely to provide clearer results. In addition, although the vast majority some of these studies administered post intervention checks (Cogan Petrie, 1996; Senecal et al, 2008; Mellalieu et al, 2006; Stevens Bloom; Voight Callaghan, 2001; Prapevessis et al, 1996; Stevens Bloom, 2002) none of these studies administered any questionn aires 3 or 6 months after the intervention to examine the long term effects of their intervention. Sampling size can be another methodological concern for researches conducting TBIs. Two studies had a very small sample size (Mellalieu et al, 2006: 5 participants; McClure Foster, 1991:15 participants. Some studies have only used a slightly larger sized sample consisting of no more than 45 participants (Cogan Petrie, 1996; Voight Callaghan, 2001; Stevens Bloom, 2003; Stevens Bloom, 2002). Only 2 studies have used relatively large sample sizes: Senecal et al, (2008); (n=86) Prappevessis et al, (1996); (n=137). Nevertheless, all studies have reported sufficient details such as gender, age, sport and team ability (Cogan Petrie, 1996; Voight Callaghan, 2001; Stevens Bloom, 2003; Stevens Bloom, 2002; McClure Foster, 1991; Mellalieu et al, 2006; Senecal et al, 2008; Prapavessis et al, 1996) However, some of the characteristics reported in the studies can be vague. Many studies have failed to state appropriate details, such as race (Voight Callaghan, 2001; Prapevessis et al, 199 6; Senecal et al, 2008; McClure Foster, 1991; Stevens Bloom, 2002; Mellalieu et al, 2006). Furthermore, the majority of studies also seem to be generalized to similar populations. For example, the majority of studies were conducted on females (Voight Callaghan, 2001; Senecal et al, 2008; McClure Foster, 1991; Cogan Petrie, 1996; Steven Bloom, 2003; Stevens Bloom, 2002), on ages ranging between 18-24 (Voight Callaghan, 2001; McClure Foster, 1991; Cogan Petrie, 1996; Steven Bloom, 2003; Mellalieu et al, 2006) and on high school or university teams (Cogan Petrie, 1996; Steven Bloom, 2003; McClure Foster, 1991; Senecal et al, 2008). In addition, the studies that indicated the race of the subjects were predominately on Caucasians (Cogan Petrie, 1996; Steven Bloom, 2003). As these studies are on similar populations the generalizability of these interventions is limited. Therefore, the results are difficult to apply to a wide range of sports teams, as member characteristics s uch as age, gender, race and ability can vary greatly per team. Previous studies on sport teams have had the coach/manager as the main facilitator of the intervention, working with the intervention specialist. As a result, Some TBIs have taken a more indirect approach (Prappevessis et al, 1996) or used a combination of indirect and direct models (Steven Bloom, 2003; Cogan Petrie, 1996; Mellalieu et al, 2006). However, Brawley Paskevich (1997) identified indirect models to have weaknesses. The authors explain that coaches/managers may not be capable of undertaking a TBI as they do not have the knowledge, time and commitment to make it successful. On the other hand, direct models have the advantage of often allowing the intervention specialist to work directly with the participants. In addition, the team members become more involved in the decision making process during the intervention. Bloom, (1996), suggested the involvement of the athletes is a key factor in improving team performance. From the four studies reviewed that utilised a direct te am building model, 3 were effective at improving cohesion (Senecal et al, 2008; Voight Callaghan 2001; McClure Foster, 1991) with only one unsuccessful (Stevens Bloom, 2003). References Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Beauchamp, M. R., Bray, S. R. (2001). â€Å"Role ambiguity and role conflict within interdependent teams†. Small Group Research, 32, 133-157. Beauchamp, M. R., Bray, S. R., Eys, M. A.,Carron, A. V. (2002). â€Å"Role ambiguity, role efficacy, and role performance: Multidimensional and mediational relationships within interdependent sport teams†. Group Dynamics: Theory, Research, and Practice, 6, 229-242. Bloom, G. A. (1996). Life at the top: Philosophies of success. In J. H. Salmela (Ed.), Great job coach! Getting the edge from proven winners (pp. 37-65). Ottawa, ON: Potentium. Bloom, G.A. and Stevens, D.E. (2002). â€Å"Case study: A team-building mental skills training program with an intercollegiate Equestrian Team†. Athletic Insight 4, The Online Journal of Sport Psychology Brawley, L.R., Carron, A.V. Widmeyer, W.N. (1992). â€Å"The nature of group goals in sport teams: A phenomenological approach†. The Sport Psychologist, 6, pp323-333. Carron, A.V., Spink, K.S. (1993). Team building in an exercise setting. The Sport Psychologist, 7, 8-18. Carron, A.V., Spink, K.S., Prapavessis, H. (1997). â€Å"Team building and cohesiveness in the sport and exercise setting: Use of indirect interventions†. Journal of Applied Sport Psychology, 9, pp61-72. Carron, A.V. and Hausenblas, H. A., Eys, M.(2005). Group dynamics in sport. Morgantown, WV: Fitness Information Technology. Cogan, K.D. and Petrie, T.A. (1996). â€Å"Sport consultation: An evaluation of a season-long intervention with female collegiate gymnasts†. The Sport Psychologist, 9, pp282-296. Dale, G.A. Wrisberg,, C.A. (1996). â€Å"The use of a performance profiling technique in a team setting; Getting the athletes and coach on the same page†. The Sport Psychologist, 10, pp261-277. Dawson, K. A., Bray, S. R., Widemeyer, W. N. (2002) â€Å"Goal setting by female intercollegiate sport teams and athletes, Avante, 8, pp14-23 Eys, M. A., Carron, A. V. (2001). â€Å"Role ambiguity, task cohesion, and task self-efficacy. Small Group Research, 32, 356-373. Eys, M. A., Carron, A. V., Beauchamp, M. R., Bray, S. R. (2003). â€Å"Role ambiguity in sport teams†. Journal of Sport and Exercise Psychology, 25(4), 534-550. Forsyth, D. R. (1999). Group dynamics (3rd ed.). Belmont, CA: Wadsworth Eys, M, A., Patterson, M. M., Loughead, T. M., Carron , A. V. (2005) â€Å"Team building in sport†. In Hackfort, D., Duda, J. L., Lidor, R., Handbook of Research in Applied Sport Psychology: International Perspectives (pp219-233). Morgantown, WV: Fitness Information Technology Eys, M. A., Loughead, T. M., Hardy, J. (2007) â€Å"Athlete leadership dispersion and satisfaction in interactive sport teams†, Psychology of Sport and Exercise, 8, pp281-296 Filby, W. C., Maynard, I. W., Graydon, J. K. (1999) â€Å"The effect of multiple goal strategies on performance outcomes in training and competition. Journal of Applied Sport Psychology, 11, pp230-246 French, W.D. Bell. C.H. (1984). Organization development: Behavioural science interventions for organization improvement (3rd Ed). Englewood Cliffs, NJ: Rentice-Hall. Gould, D. (1993). Goal setting for peak performance (2nd ed.).Mountain View, CA: Mayfield Publishing Company Johnson, S. R. Ostrow, A. C., Perna, F. M., Etzel, E, F. (1997) â€Å"The effects of group versus individual goal setting on bowling performance. The Sport Psychologist, 11, pp190-200. Kingston Hardy (1997). â€Å"Effect of different types of goals on processes that support performance†. The Sport Psychologist, 11, pp277 293. Kyllo, L. B., Landers, D. M. (1995) â€Å"Goal setting in sport and exercise: A research synthesis to resolve the controversy†. Journal of Sport and Exercise Psychology, 17, pp117-137 Lee, C. (1988). â€Å"The relationship between goal setting, self-efficacy, and female field hockey team performance†. International Journal of Sport Psychology, 20, pp147- I61 Lee, H. K., Kim, B.H., Lim, B. H.(1993) â€Å"The influence of structural characteristics of team success in sports†, Korean Journal of Sport Science, 5, pp138-154 Loughead, T. M., Hardy, J. (2005). A comparison of coach and peer leader behaviours in sport. Psychology of Sport and Exercise, 6, 303-312. Loughead, T. M., Hardy, J., Eys, M. A. (2006). The nature of athlete leadership. Journal of Sport Behaviour, 29, 142-158. McClure, B. Foster, C.D. (1991). â€Å"Groupwork as a method of promoting cohesiveness within a womens gymnastics team†. Perceptual and Motor Skills, 73, pp307-313. Mellalieu, S.D., Hanton, S., OBrien, M. (2006). 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Paper presented at the annual meeting of the Academy of Management. Anaheim, CA. Weingart. L.R. (1992). Impact of group goals, task component complexity, effort, and planning on group performance. Journal of Applied Psychology, 77. 682-693. Westre, K. R. And Weiss, M. R., (1991) â€Å"The relationship between perceived coaching behaviours and group cohesion in high school football teams†, Sport psychologist, 5, pp41-54 Widmeyer. W.N., Silva. J.M. Hardy, C.J. (1992). â€Å"The nature of group cohesion in sport reams: A Phenomenological approach†. Paper presented at the annual meeting Of the Association for the Advancement of Applied Sport Psychology. Colorado Springs, CO. Widemeyer, W. N., McGuire, E, G. (1996) Sport psychology for ice hockey. Presentation to Ontario Intermediate Coaching Clinic, Waterloo; Ontario Widmeyer, W.N. DuCharme, K. (1997). â€Å"Team building through team goal setting†. Journal of Applied Sport Psychology, 9, pp97-113.

A class performance Essay

magine you are going to direct act 3 scene 4 for a class performance what advice would you give to your actors to make this scene interesting and tense? Hello, with the performance creeping closer all the time we need to look at act 3 scene 4 so today we will be concentrating on that, I will be giving you all some advice to made the scene tense and interesting for your audience who will be watching you all I will first go thought the basis plot of this scene telling you in detail of a few important features. So here we go Macbeth and his wife lady Macbeth are hosting a banquet at their castle the other lords attending are Ross, Lennox and other lord that are un-named. Macbeth and Lady macbeth enter and sit on the thrones provide for them there is some dialog greeting the lords and thanking them for them for coming before this scene macbeth has ordered two murders to go and kill his loyal friend Banquo and his son Flence because they are a threat to Macbeth as Banquo is the only other one except lady macbeth that knows about the witches and their predictions in the predictions the witches tell Banquo he will not be king himself but he will father a line of kings so Macbeth feels that if Flence is dead then there is no way that will happen and no one will take over from Macbeth as king, but the murder bring bad news he has successfully killed banquo but his son escaped. Macbeth is not too worried because he does not feel he is too much of a threat at the moment but will grow up to be trouble. Lady macbeth still knows nothing and is carry on with the banquet while Lady macbeth is talking to the lords Banquos ghost enters and sit in Macbeths place no one else can see this because it is in Macbeth mind the lords start to ask Macbeth to take a seat on the table to join in with the feast but Banquo ghost is sat there. The other lords can’t work out why Macbeth won’t sit down and join them. Macbeth then starts to talk about Banquo to the lords and says that he could not make it tonight. Inside Macbeth mind the ghost is talking over. Macbeth starts to talk to the ghost Lady Macbeth and the lords are very puzzled by this. One of the lords Ross say the king is unwell Lady macbeth reassures the lords that everything is fine then talks to Macbeth on her own Macbeth tells her what he sees Lady macbeth tells him to behave and act like a man and it is all in your head. They both resume back to the lords, as Macbeth can no longer see the ghost. But the he comes back. In angry Macbeth starts shouting at Banquos ghost. Ross asks him what he sees but Lady macbeth steps in so that he doesn’t say anything she asks them all to leave which they do they are very puzzled as to the way the king has acted. But noting is said. After they have all left Macbeth and Lady macbeth talk Macbeth is going on about how Banquo and he is dead and his blood is on his hands, At the end of the scene Lady macbeth says â€Å"you lack the seasons of all natures, sleep. He is lacking this sleep because thought out the play sleep is one of the main themes and it is only for innocent people which he is not because he has killed Duncan he was killing god too because they though that the king was god so they had gone against god and killed him. So they were now evil and they would have no sleep. Well that is a round up of this sence as you can see it is one that needs a lot of effort put into to keep the audience concentrating on the play. Paul as Macbeth you have a big role to play in this scene also do you Pam Lady macbeth is trying very hard to take control over the situation and stop Macbeth spilling the beans on the bad deeds that he has done. You need to make sure that you look like you are in control of the matter and know how to handle it. When you are telling Macbeth to act like a man you need to be very harsh with him knock him back into the real world and make him see sense. Paul when you are talking to Banquos ghost at first you are very scared but then you could out of your shell slowly and face up to him, you will need to speak as if you are angry so talk in a low husky voice. Pam your voice needs to be firm and stern both of you need to act tired as you can as both of you are getting no sleep as I have already explained so if you take all this information I have told you today and work on it you will have them all hanging off the edge of their seat thank you for you all coming today I hope this advice has been help to you all.

The Goals Of Language Learning And Teaching - 1019 Words

The goals of language learning and teaching Introduction It is generally recognized that language is a vehicle for the expression or exchanging of thoughts, concepts, knowledge, and information as well as the fixing and transmission of experience and knowledge.(Bussmann, 1996: 253) Language is the method in which people from certain culture organize their thoughts, helping them to communicate with each other. Moreover, language shapes their relationship with other cultural people, and different languages have abilities to shape that relationship differently. Setting language-learning goals is one of the most important key strategies, which mostly successful language learners obtain. The biggest problem of language learners obtaining is lack of language learning goals. Kern (1995) noted that it is meaningful to understand learners’ beliefs and desires about language learning, which gives the important point of language learning goals. In general goals, Coleman (1996) found that the six most popular reasons were â€Å"because I like the language,† â€Å"for my future career,† â€Å"for travelling in different countries,† â€Å"to have a better understanding of other countries thinking way,† and â€Å" because I would like to live in foreign countires.† In SLA perspective, there are many goals for language learners. SLA focuses on â€Å"whether the learners actually obtain native-like competence†(Long, 1990), The goal can be overcoming problems with language learner’s communicative abilities; theShow MoreRelatedA Communicative Approach to Language Teaching1512 Words   |  6 PagesCommunicative Approach to Language Teaching Objective The objective of this study is to examine the general context of the communicative approach in language teaching and describe the key features of a communicatively innovative approach with a focus on form and to describe in detail four central elements of an innovative and progressive approach to second language teaching. This work will additionally discuss the challenges found in relation to the application of these two elements. Introduction Read MoreThe Approaches And Practices Of Language Teaching Essay1327 Words   |  6 PagesApproaches and Practices in Language Teaching Communicative Practices in Language Teaching What is communicative language teaching (CLT)? Brown (2014, p. 236) offered the following four interrelated characteristics as the definitions of CLT: 1. CLT helps students develop the four competences instead of merely focusing on their linguistic competence or grammatical competence 2. CLT enables learners to use the language for meaningful purposes in authentic situations. Learning language forms are not the aimRead MoreSummary And Discussion Of English1667 Words   |  7 PagesListening The focus on oral language especially, speaking and listening, in the NSW English Syllabus K-10 is created so that language learning is recursive and develops through our expansive contexts. 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The EducateRead MoreEdu-230 Teaching Strategies in Second Language Acquisition for English Language Learners649 Words   |  3 PagesTahra Meshell EDU230 October 10, 2015 Jamie Morris EDU-230 Teaching Strategies in Second Language Acquisition for English Language Learners Scenario 1: An elementary-aged student is an English language learner. The student is comfortable (low affective filter) trying new words and linking words together, but is not pronouncing the words correctly and/or putting words in the correct order (syntax). 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There is no doubt that different people learn languages in different ways and thus, there are various methods and approaches in the field of language teaching and learning to meet learners’ and teachers’ needs. The humanistic language teaching, which was really popular in the 1970s, is not easy to be defined. It is difficult to explain the terms like humanistic and humanism. As Underhill (1983, p.131) said,Read MoreCapstone Essay1044 Words   |  5 PagesExplain how understanding specific English language learners needs guided the choice of instructional strategies to support the content and language learning. It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL studentsRead MoreUsing Visual Thinking for Effective Teaching and Learning Essay663 Words   |  3 PagesEnglish language lessons for more effective teaching and learning. One of the priorities of Kazakhstan is the trilingual language policy of the State. The president of our country, Nursulatan Nazarbaev, has called citizens of Kazakhstan to learn three languages: Kazakh, Russian and English. He said: â€Å"Knowledge of three languages should become a standard practice for us. We are teaching these languages to our children starting from their first year at school. We need the English language to enterRead MoreMy Educational Philosophy : My Philosophy Of Education719 Words   |  3 Pagesremarkable rate. As the world becomes connected through language, it has become increasingly important to build an understanding and openness to different cultures and languages. Just as each student brings their own background knowledge and talents to the classroom, each teacher brings their own experiences that have shaped their philosophies of teaching. In a world filled with beautiful places to wander to, experiencing new cultures and languages has become a love and passion of mine. Combined with

A person’s orientation on a political issue, specifically...

A person’s orientation on a political issue, specifically domestic public policies, is based on political ideology. Ideology is the position or attitude towards the government system based on freedom in particular freedom from and freedom of as well as basing upon equality particularly equality of opportunity and equality of outcome. Liberals tend to choose equality of outcome, the government ensuring equality through services, on economic issues more so than conservatives who tend to chose equality of opportunity. Therefore, based on political ideology, a strong inference can be establish as to what a person tends to be, liberal or conservative in this case concerning domestic pubic policies. However, do orientations on political issues†¦show more content†¦This method of measurement offers a reasonable amount of validity for a reason that includes a concise, clear question with different dimensions of answer in which the person being survey may choose the number tha t best represents their attitude. To measure the presidential vote the following question was asked, â€Å"for whom did you vote for President in 2012?’ Again, the question is straightforward and unlikely to be confusing which ensures validity and reliability. The options for the question regarding presidential vote are Obama, Romney, and other, which includes candidates from minority parties. With the information and numerical figures obtained, a contingency table was conducted in order to compare the variables. However, there seemed to be an abundance of information that could be arranged in a different manner in order for the comparison to be uncomplicated and easy to interpret. To precisely illustrate the numerical figures and precisely compare both variables it is necessary to condense the information. First,Show MoreRelatedInvestment Planning2919 Words   |  12 Pagesinvestments in a safe place. Do keep an eye on your investments. Be mindful of some trading rules Buying and Selling Shares Complaints received by the Securities Commission reveal that many investors are unaware of the Fixed Delivery and Settlement System (FDSS) Rules. When these rules were first established, it was for the purpose of standardising the period of delivery of scrips and settlement of prices. Traditionally shares were held in paper form known as certificates or scrips. A certificate or sc rip

Relationship Between Friends And Family - 2708 Words

Evaluate critically the relationship between friends and families in modern social life The line which separates the family from the friends has become more and more, undistinguishable within the modern and social life of today. ‘I have another family who are my friends †¦ I don’t really subscribe to the definition of family as people that you’re related to by blood or by marriage’ (Spencer Pahl. 2006. P.108), this gives us evidence that the ties between friends and family have become less rigid in the modern social life. The modern nuclear family has drastically changed over the past 50 years; women are becoming less reliant on men and pursuing carriers rather than settling down with a family. Children are being born into a broken home or with just a mother or father. To begin with, this essay will define the difference between ‘friends’ and ‘family’ and then scrutinize the relationship between friends and family and how these ties are continuing to modify, within the modern world. This essay will also discuss the difference between ‘given’ and ‘chosen’ relationships and make note of how suffusion comes into play. I will also discuss how postmodernism and mobility come into play within the relationship between friends and families within the modern social life. Throughout this I will make reference to the work of Pahl and Spencer and scrutinize their work, with help of a variety of different authors, such as, Wilkinson and Smart. There are many different definitions ofShow MoreRelatedRelationships Between Family, Friends And Individuals By Lynn Jamieson1428 Words   |  6 PagesIntimacy Personal Relationships in Modern Societies wrote by Lynn Jamieson tells us about different types or relationships between family, friends and individuals. Lynn Jamieson is giving us comparrison how the pre-modern, modern and postmodern family and their relation to each other looked like. 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Questions and Issues of Affirmative Action Free Essays

Question at Issue Affirmative action was implemented with the idea and hope that America would finally become truly equal. The tension of the 1960’s civil rights movement had made it very clear, that the nation’s minority and female population were not receiving equal social and economic opportunity. The implementation of affirmative action was America’s first honest attempt at solving a problem, it had previously chose to ignore. We will write a custom essay sample on Questions and Issues of Affirmative Action or any similar topic only for you Order Now However, there are many people that don’t see affirmative action as a positive solution to this major societal problem of racial inequality. These people feel that Affirmative action uses reverse discrimination to solve the problem of discrimination in the workplace. The Enthymeme Affirmative action uses reverse discrimination to solve the problem of discrimination because Affirmative action makes employers have to choose from the best available employee from the minorities, instead of having the possibility to choose simply the best employee. A= Affirmative action v1= uses B= reverse discrimination to solve the problem of discrimination Because A= Affirmative action v2= makes C= employers have to choose from the best available employee from the minorities, instead of having the possibility to choose the best available employee. Assumption: Anything that makes employers have to choose from the best available employee from the minorities, instead of having to simply choosing the best available employee uses reverse discrimination to solve the problem of discrimination. Assumption and Audience The assumption for this paper will appeal to employees who do not qualify for Affirmative action, as well as employers and minorities. Employees not qualifying for Affirmative action feel shortchanged due to the fact employers, for a lesser skilled employee, bypassed them. They feel tricked by the government or the minority therefore firing up racism among the bypassed group, while Affirmative action was introduced to decrease racism. Employers also feel as if they have ended up with a lesser skilled employee therefore increasing the amount of lesser quality work. Employees provided with equal opportunity jobs bear the mark of â€Å"not being the best pick, but only the best pick from a limited group. † Organization Question at Issue: Does Affirmative action use reverse discrimination to solve discrimination? Definition of A: Affirmative action is an active effort to improve the employment or educational opportunities for members minority groups and women. A -* C Relationship: Affirmative action causes federal contractors/employers to choose from the best available employee from the minorities instead of choosing the best available employee from the whole Definition of B: Reverse discrimination to solve the problem of discrimination is using discerning treatment against a white male or female instead of a black male or female to solve a problem of racial inequality. A -* B Relationship: Affirmative action uses reverse discrimination to solve the problem of discrimination. Definition of C: Employers ability to choose the best available employee from the whole instead of a select minority is the outcome of affirmative action. It insures that minorities are recruited to have real opportunities to be hired in the workplace. C -* B Relationship: By employers having to choose from the best of a minority group for employment rather than just simply the best employee, reverse discrimination is used to solve the problem of discrimination. This is due to the fact that unequal opportunity is given to the minority. This argument would be represented in an editorial form due to its appeal to the common everyday man trying to make an honest living. Affirmative Action Animosity Affirmative action is the U. S. program set forth in the early 1970’s to correct the effects of past discrimination by giving preferential treatment to women and ethnic minorities in the workplace. At the time of affirmative action’s induction to society, proponents of affirmative action programs felt that the only way to increase the number of minorities in the workplace was to establish a system of quotas to be maintained by law. However, by forming and maintaining these laws over the past twenty-five years, a development of an entirely new set of problems arose; problems that would fuel controversy over affirmative action. A majority of people are dissatisfied with current affirmative action policies, but are opposed to eliminating them completely: â€Å"Americans hold doggedly to notions of family and liberty, but they also believe in a sort of rough equality of opportunity that gives the underdog a real chance in life† (Kahlenberg 209). Once necessary, affirmative action programs have outlived their usefulness, and promote discrimination by continuing to allow for unfair hiring practices. Affirmative action uses reverse discrimination to solve the problem of discrimination because it makes employers have to choose from the best available employee from the minorities, instead of having the possibility of simply choosing the best available employee. The primary goal of affirmative action programs was to increase the number of minorities, including women, in the workplace. The American Association for Affirmative Action states that they are â€Å"dedicated to the advancement of affirmative action, equal opportunity and the elimination of discrimination on the basis of race, gender, ethnic background or any other criterion that deprives people of opportunities to live and work,† (AAAA Sept. 1998). Most people would agree that goal has been realized. There was a definite need for action to enlighten individuals and corporations to the negative results of their prejudices. It is unlikely that corporations would have taken the initiative to hire from the minority groups had it not been for government intervention. Affirmative action has created numerous opportunities for women and minorities in this country. It would be difficult to argue that these programs were not absolutely essential in making progress toward the semi-equality that we have today. However, affirmative action has always been a compromise, and with the progress made, a price has also been paid. Affirmative action must now be rethought and restructured. Laws created preference programs that â€Å"were based in the conscience of the American people and in their commitment to equal treatment,†(Roberts Statton 67). The racial quotas that we experience today are blatant perversions that are illegal under the statutory language of the Civil Rights Act† (Roberts Stratton 67). If the goal is true equal opportunity employment, removal of all advantages and allowing people to be hired for their skills and abilities only should occur. Continuing to allow for unfair hiring practices, affirmative action programs promote discrimination. Using reverse discrimination, defined as the discerning treatment against white males instead of black males or women of any race, to solve the problem of discrimination will always receive criticism for its hypocrisy. For example, in 1965, the Newport News Shipbuilding Co. buckled under the heavy hand of the EEOC, who had solicited complaints by knocking on the doors in black neighborhoods. The company reluctantly agreed to promote 2,890 of its five thousand black workers, designating 100 blacks as supervisors, and agreed to a quota system. One shipyard worker stated that the EEOC had done its best to â€Å"set black against white, labor against management, and disconcert everybody. † (Roberts Stratton 93). Another example of this reverse discrimination was in the education system; the public case of Cheryl J. Hopwood, Douglas W. Carvell, Kenneth R. Elliott, and David A. Rogers. They filed discrimination charges again the State of Texas stating they were discriminated against and denied admission to the University of Texas School of Law. The college granted admission to less qualified African American and Mexican American applicants through the use of a quota system. This practice of preferential admissions for minorities furthers the practice of reverse discrimination, now not just in the workplace, but also in the school systems. This creates animosities between workers that lead to further segregation, defeating the intentions of the programs entirely. Through the demise of race-dividing policies, underrepresented individuals shielded by affirmative action would be forced to compete, on a level playing field, for jobs and admission to colleges and universities. Competition has nothing but positive effects and is crucial in accelerating capitalism. The debilitating effects of affirmative action and quotas hinder an individual’s desire to compete in society. Destroying discrimination caused by past offenses may never have perfect solutions, therefore, creating valid arguments for maintaining the existence of equal opportunity programs. But, to continue to offer one group opportunity, due only to their minority status, at the expense of another is wrong. Non-minorities continue to feel that their rights have been violated and that they are being punished for crimes that they had no part in committing. And when non-minorities are subject to the same discrimination, they have little recourse: â€Å"Under the 1991 Civil Rights Act, white males can have no grounds for discrimination lawsuits until they are statistically underrepresented in management and line positions. The 1991 Act, in effect, repealed the 1964 act by legalizing racial preferences as the core of civil rights law† (Roberts Stratton). Regardless of good intentions, changing the past effects of discrimination is a goal that is far from reach, however, not unattainable. Women and minorities should be entitled to enjoy the same successes as the rest of the country, without the fear of being seen as the beneficiary of entitlements. Business owners should be free to make intelligent hiring decisions based on a persons skills and talents, without the fear of penalty from the government. As Marsha M. tates, â€Å"Affirmative action is used not to level the playing field, but used to strong-arm employer’s into jobs, raises and promotions for Black Americans and women. † The growing tensions that result from these programs continues to divide races, not bring them closer together. â€Å"Ultimately, either quotas will go or democracy will, because legal privileges based on status are incompatible with democracy’s requirement of equal standing before the law† (Roberts Stratton 177). Allowing different sets of rules and lower standards to separate people based on race or sex, defeats any efforts made toward finally ending discrimination. Today every American has access to employment and educational opportunities. Americans live in a world of free enterprise where they can create their own successes. Americans have the means to achieve and succeed, they just have to have the drive and incentive to go out into the world and do it. As in every aspect of life some things may not come easily. Yet these experiences make one stronger and sometimes even more determined to achieve their goals. Individuals of any race should not use or misuse the color of their skin or sexual orientation for advancing themselves over others.    These problems are what fuel the controversy over affirmative action. Most people are dissatisfied with current affirmative action policies, but are opposed to eliminating them completely: â€Å"Americans hold doggedly to notions of family and liberty, but they also believe in a sort of rough equality of opportunity that gives the underdog a real chance in life† (Kahlenberg 209). Once a necessary evil, affirmative action programs have outlived their usefulness, and promote discrimination by continuing to allow for unfair hiring practices. The primary goal of affirmative action programs was to increase the number of minorities in the workplace. Most people would agree that that goal has been realized. There was a definite need for action to enlighten individuals and corporations to the negative results of their prejudices. It is unlikely that corporations would have taken the initiative to hire from the minority groups, had it not been for government intervention. Affirmative action has created numerous opportunities for women and minorities in this country. It would be difficult to argue that these programs were not absolutely essential in making progress toward equality that we have made today. The American Association for Affirmative Action states that they are â€Å"dedicated to the advancement of affirmative action, equal opportunity and the elimination of discrimination on the basis of race, gender, ethnic background or any other criterion that deprives people of opportunities to live and work (AAAA Sept. 1998). † However, affirmative action has always been a compromise, and with the progress made, a price has also been paid. Affirmative action must now be rethought and restructured. Laws created the preference programs: â€Å"were based in the conscience of the American people and in their commitment to equal treatment. The racial quotas that we experience today are blatant perversions that are illegal under the statutory language of the Civil Rights Act† (Roberts Stratton 67). If the goal is true equal opportunity employment, removal of all advantages and allowing people to be hired for their skills and abilities only should occur. By continuing to allow for unfair hiring practices, affirmative action programs promote discrimination. Using reverse discrimination to solve the problem of discrimination will always receive criticism for its hypocrisy. By requiring corporations to fulfill quotas, the affirmative action laws promote the hiring of less qualified workers. For example, in 1965, the Newport News Shipbuilding Co. buckled under the heavy hand of the EEOC, who had solicited complaints by knocking on the doors in black neighborhoods. The company reluctantly agreed to promote 2,890 of its five thousand black workers, designating 100 blacks as supervisors, and agreed to a quota system. One shipyard worker stated that the EEOC had done its best to â€Å"set black against white, labor against management, and disconcert everybody. † (Roberts Stratton 93). This creates animosities between workers that lead to further segregation, defeating the intentions of the programs entirely. Another example of this â€Å"reverse discrimination† was in the education system; the public case of Cheryl J. Hopwood, Douglas W. Carvell, Kenneth R. Elliott, and David A. Rogers. They filed discrimination charges again the State of Texas stating they were discriminated against and denied admission to the University of Texas School of Law. The college granted admission to less qualified African American and Mexican American applicants through the use of a quota system. This practice of preferential admissions for minorities furthers the practice of reverse discrimination, now not just in the workplace, but also in the school systems. Affirmative action has never been a perfect solution and people will always have valid arguments for maintaining its existence. But, to continue to offer one group opportunity, due only to their minority status, at the expense of another is wrong. Non-minorities continue to feel that their rights have been violated and that they are being punished for crimes that they had no part in committing. And when non-minorities are subject to the same discrimination, they have little recourse: â€Å"Under the 1991 Civil Rights Act, white males can have no grounds for discrimination lawsuits until they are statistically underrepresented in management and line positions. The 1991 Act, in effect, repealed the 1964 act by legalizing racial preferences as the core of civil rights law† (Roberts Stratton). Regardless of good intentions, changing the past effects of discrimination is an unattainable goal. Women and minorities should be entitled to enjoy the same successes as the rest of the country, without the fear of being seen as the beneficiary of entitlements. Business owners should be free to make intelligent hiring decisions based on a persons skills and talents, without the fear of penalty from the government. As Marsha M. states, â€Å"Affirmative action is used not to level the playing field, but used to strong-arm employer’s into jobs, raises and promotions for Black Americans and women†. The growing tensions that result from these programs continues to divide races, not bring them closer together. Allowing different sets of rules and lower Standards to separate people based on race or sex, defeats any efforts made toward finally ending discrimination. â€Å"Ultimately, either quotas will go or democracy will, because legal privileges based on status are incompatible with democracy’s requirement of equal standing before the law† (Roberts Stratton 177). Today every American has access to employment and educational opportunities. Americans live in a world of free enterprise where they can create their own successes. Americans have the means to achieve and succeed, they just have to have the drive and incentive to go out into the world and do it. As in every aspect of life some things may not come easily. Yet these experiences make one stronger and sometimes even more determined to achieve their goals. Individuals of any race should not use or misuse the color of their skin or sexual orientation for advancing themselves over others. Instead by using their talents, knowledge and sense of fairness to achieve their goals, affirmative action will become outdated. How to cite Questions and Issues of Affirmative Action, Essay examples

Of Studies free essay sample

Analysis on Ralph Ellisons On Bird, Bird-watching, and Jazz Ellisons purpose in this essay is to prove that Parker was a most inventive melodist-a true songster which is evident in paragraph one. He uses the fascination of nicknames to symbolize the achievements of Bird and the impact the nickname had on others. He adds in a joke near the end of paragraph two, why, during a period when most Jazzmen were labeled cats, someone hung the bird on Charlie. O show that even though most jazzmen were called cats at the time, Charles earned the name of Bird because he was above other Jazzmen, like a bird would hang high above a cat so the cat couldnt reach the bird. Charlies talent was so above all the other cats; they couldnt even reach his level. In paragraph three Ellison compares the goldfinch to Bird. He uses a short apocryphal story of baby Jesus being given a clay goldfinch for a toy and ringing it to life as a metaphor to indicate that Bird brings Jazz music to life. We will write a custom essay sample on Of Studies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The majority of paragraph three is Ellison going through the species of the goldfinch and how it is characterized, then at the end he hits the reader with the problem of why It does not relate to Bird; its like the canary. Paragraph four goes on to show the similarities the mockingbird has that connect it to Bird himself. The sentence structure in paragraph four mimics that of a saxophone holding a long, drawn out note. The sentences are long and drawn out, making the reader have to take a breath in between because the sentences are so long which would happen If a Jazzmen were playing the saxophone. He Is connecting the sound of a saxophone to the sentence structure of the paragraph. The last paragraph also sums up the Idea that Bird had a complex life but It didnt minimize his greatness. All of these strategies bring the reader back to the purpose of the essay which proves that Charles Parker was a most Inventive melodist-a true songster.