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I'm coming around the second curve of the 400m, there are screams, cheers, and grunts all around me but what I hear most is my coach telling me to "Pass, Go Now!" At the end of a 400 all you can think about is the pain in your butt and the finish line which is so close but so far away. With the coaching I heard from the sidelines, I was typically able to finish the 400m dash strong due to this outside advice that I managed to hear among the chaos of running a grueling race.

This cool picture below is me at the WI State Track Meet (we won the meet that year!). Throughout my track career, I have always relied on concurrent feedback as my coaches would give advice about my form and what I need to do in order to win the race while I was running. This was a helpful coaching tactic for me because my coaches saw things that I could not see including the other opponents, time, and the movement of my arms and legs. The only inherent feedback I could give myself was to pump my arms faster and lift my knees more at the end because the fatigue of running a 400m always caused my form to start to deter towards the end as shown in the picture.

Despite most of the effects of using concurrent augmented feedback as negative learning effects, I had a positive learning effect because my intrinsic feedback was low enough where my coach’s advice would better help me understand my position on the track and how I needed to adjust my form. There is a lot to think about while running a race, but the advice heard from my coaches helped me focus on my arms and legs position which ultimately makes you a successful runner.

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Being an aunt to 3 little girls (6months, 2 years old, and 3 years old) is probably the best thing ever. Not only do I get to play with children who have energy for days, but when it comes to potty time, I can give them back to their parents.

The picture below shoes my nieces: Sydney, Kennedy and Morgan who are all at various levels of attentional focus. Focusing on Morgan, the 6-month-old, she has the lowest attention span and cannot process multiple input/outputs. She can only focus on the mobile while Sydney (the 3-year-old) can focus on the mobile and answer questions her mom asks her.

In terms of attentional focus, Sydney uses a broad-external focus to assess what is going on in the environment with the mobile moving, her sisters around her and her mom telling her not touch the mobile. She analyzesthe moves she can making including playing with mobile, responding to her mom, or playing with her sisters with broad internal focus. Next, once Sydney decides what she wants to do, she will rehearsehow she is going to perform the movement with narrow-internal focus and finally she acts by actually performing the action of touching the mobile even though her mom said not to touch it with narrow-external focus.

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*Evidence for Two Visual Fields: Illusions

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*Evidence for Two Visual Fields: Illusions

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This was the most expensive museum I have been to, but I took some really cool pictures, so it all balanced out. While exploring Chicago, my friend and I ended up at a pop-up museum, Wndr Museum, that blended science and art.

This museum had the infamous Ames Room which created the illusion that I was a giant on the right compared to my now shrunken friend on the left.

When the room is viewed from the front, it appears to be a normal, square room with walls perpendicular to floor and ceiling. However, the back wall is in fact built at a sharp angle and the floor and ceiling are steeply slanted. When the room is seen through a pinhole viewing device, the changes in object size are evident as seen in the picture below.
The Ames Room demonstrates that that perception is not always the same as the reality of what's in front of them. The Ames room shows the pathway for perceptions, seeing the different sizes on the sides of the room from the viewing hole and in the room while the pathway for action is seen as my friend and I are sensing our body’s orientation in the room and walking up the slanted floor.

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Going to a new country is always an interesting experience. Going to a new country where they do not speak English is an even more interesting experience. I traveled to Panama City, Panama and stayed with a family for 1 month to enhance my Spanish speaking and learning skills.

Learning a language is a great combination of declarative and procedural memory where I have to recall the rules and words of the language and perform (speak) the language in the right context hopefully fluently. I have not made it to the procedural stage of learning Spanish but as my semantic declarative memory systems improve, I can begin to gain fluency in the area where it could become an automatic behavior of thinking in the language.

When I went to Panama, my memory of English and Spanish began to interfere with each other more than usual. My short-term recall of words can be described through proactive interference. The picture below is of me at a school I volunteered at in Panama. When talking with the children, I would get midway through a sentence, but my native language of English would interfere with the new word I wanted to say in Spanish. I saw retroactive inference when I went home a little as I would think of a word in Spanish and the new Spanish information would interfere with recall of the old English word I knew.

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*Fleishman's Motor + Physical Proficiency Abilities

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*Fleishman's Motor + Physical Proficiency Abilities

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I first got interested in boxing during my second year on campus because I lived close to Canvas Boxing on Monroe St. After the first session, I was hooked. Boxing is so great as it fun to release your anger and stress out on a punching bag, makes your confidence soar, gives you the skills to defend yourself, teaches patience + disciple, and you sweat so much! Also, you feel like Rocky and the movie Creed is just that much better.

When I am preforming boxing skills, I am using a plethora of motor and proficiency abelites as described by Fleishman. The perceptual motor abilities used are multi-limb coordination while moving side to side and throwing punches; various limbs like your legs and arms are moving concurrently. Moreover, control precision is seen when working on the punching or speed bag and defending yourself from the opponent having to make adjustments with one’s body in order to not get hit and make your punch contact the bag despite it swinging. Aiming is essential to boxing skills because one has to have an accurate hand movement (punch) to the target of a speed punching bag or opponent to perform well. Reaction time is seen in coaching where the coach will have gloves and tell you to perform an action and you must react rapidly to the coach’s glove position and directions. Lastly, rate control is imperative in boxing as one has to continuously change their movements and adjust to conditions of other targets like an opponent moving.

Fleishman’s physical proficiency abilities include static strength applying force through punches to heavy punching bags. Gross body equilibrium can be seen in more of a professional setting where an athlete gets hit in the eye and has to maintain balance and continue boxing despite absence of vision in one or maybe both eyes. Stamina is present in boxing as there are numerous rounds of high intensity that one has to partake in. Gross body coordination is seen as boxers are shuffling but are still able to duck or throw punches as they are performing a variety of complex movement simultaneously.