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The purpose of the seminars is to gain an understanding of the theoretical and conceptual issues, evaluate empirical research, to familiarize the student with salient measurement issues in group dynamics, and learn how the seminar topic can be used practically with a team.
For each seminar presentation, the students will read a 2 assigned
readings for a given topic. Dr. Loughead will select 1 reading and one week prior to
your presentation you are to provide 1 additional reading to help your classmates
prepare for the seminar. As a reminder, please don’t limit yourself to those 2 readings
when preparing for your seminar. Be sure to collect and read any additional materials
that will assist with the discussion
As a facilitator, you are expected to facilitate a discussion suitable for the academic
community based on his/her selected topic (i.e., graduate level)….this is not an
undergraduate lecture! Therefore, the student will be required to go above and beyond
the assigned readings and become extremely familiar with their topic. The student
should use other sources (e.g., journal articles, book chapters) and/or videos to
supplement information presented in their assigned reading. The purpose of the
seminar is to focus on five main areas: (a) theory, (b) research, (c) measurement, (d)
future directions, and (e) practical implications. You will be graded on your
comprehension of the five main areas listed above using effective discussion techniques.
In addition to targeting the five main areas, you will be evaluated on your method of
teaching/communicating with the class. That is, the seminars will be also graded
according to the following criteria: (a) content, (b) presentation clarity, (c) identification
of the main issue(s), (d) evidence of independent thinking, and (e) audience
engagement and discussion leadership.
Be prepared to manage the seminar, and to ensure everyone has a chance to speak and
that one or two people are not dominating the discussion. As a facilitator you will need
to (a) provide an overview of the readings’ main points (often drawing on secondary
literature that you learned in preparation for the seminar), (b) provide a critical
response in relation to the 5 main points, and (c) make an argument, or at least begin to
try to get the discussion moving. That is, you should create questions that will stimulate
class discussion and get everyone involved incorporating the class readings. You will
need to use other teaching techniques (e.g., videos, photographs, newspaper articles)
that you will feel will make your presentation more educational, more thought
provoking, and interesting for your classmates. You will use PowerPoint for your
presentation and provide a copy to the instructor the Monday prior to your seminar
Facilitators should pay attention to making eye contact with the audience, having good
voice projection, and making sure that everyone is included in the discussion. It is your
responsibility to book any AV equipment not already available in the room
THIS MEANS I WOULD LIKE FOR YOU TO PROVIDE ME AN ARTICLE FROM THE DATABASE (Front | Leddy Library (uwindsor.ca)) And to SEND ME THE ARTICLE YOU CHOSE TO THEN SEND TO MY PROFESSOR FOR REVIEW.
I HAVE ALREADY PROVIDED ONE ARTICLE FOR USE!
PLEASEEEE LOOK AT THE NOTES EFFCTIVE SEMINAR PAPER!!! This paper has so many key points to make a seminar from a PHD student! The powerpoint should ask alot of questions to keep the audience enganged! It shouldn’t be a “reading show”. I have had people in my class do case studies, ask people their thoughts on something, discuss it, and then reveal my thoughts, some have had people pair up and chose sides to form a 7-10 min debate. Some have shown a video and had everyone discuss their thoughts about it. Some have used websites for anonymous answers to be written out on a platform and then discuss why they may have said what they said! This is all examples that could be used!
The length of the seminar is a minimum of 150 minutes.
Use Chapter 5 only of the large document files labeled “Group Dynamics in Exercise and Sport Psychology (2)” This file has the first document!!!! Starts on Page 73/74 “Coach Athlete Relationship”
The two images are debate examples of people who have presented before me!