Sentences with phrase «focus on individual skill»

This allows them to focus on individual skill and performance gaps whenever it's most convenient.

Additionally, BAVC offers personalized 1:1, 2:1 and 3:1 lessons and skills clinics designed for beginner, intermediate and advanced players focusing on individual skills as well as teamwork.

Pacific Volleyball Camps provides a positive learning environment that focuses on individual skills such as serving, passing, setting, defense, attacking, blocking and team systems.

Volleyball (Rising 5th, 6th, 7th, Graders) June 25 to June 29 This camp focuses on the individual skills needed to succeed in the sport of volleyball.

Not exact matches

Then, how do we really focus on providing skills like digital skills, and additional opportunities for individuals all the way to C - suite, so they can transition to different jobs?

Each guest will participate in group and one - to - one discussions focused on strengthening food writing skills and exploring individual food writing goals.

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

The clinic focuses on advanced individual and team skills and concepts.

Our focus will be to build on their fundamentals and cultivate their individual skills while competing against top tier volleyball competition.

I am in the process of recruiting keen individuals from any sporting background to go into schools on a weekly basis and «take over» a Year 7 P.E session, following the curriculum but focusing on building key skills such as communication, trust and teamwork.

Middle School camp for rising 6th, 7th, 8th Graders is geared towards providing each girl with individual instruction focused on fundamental skill improvement and confidence development.

With a 1:10 player to coach ratio, our experienced and educated staff is able to evaluate individual players and focus on developing your child's athletic and team building skills.

Kid's Camp, Jam Fests and BEAR FOR A DAY CAMP — A unique skills camp with a focus on making you a better individual player for the next level.

We believe it consists of focus on individual fundamental skills, improving overall athletic ability, and increasing a player's lacrosse IQ; understanding the team game, and the mental side of individual preparation.

Along with utilizing a DIR / Floortime approach, Melanie provides individual, dyadic, family, and group therapy to children, adolescents, and adults, with a special focus on developmental delays, anxiety, depression, social skills, and emotional regulation.

Older babies follow very individual schedules, sometimes focusing so intently on one new skill that others don't seem to change for a few weeks.

Because the awards uniquely focus on the competencies and skills of individuals, they provide an annual benchmark of managerial best practice across the construction sector.

Unlike LabMate, which focuses on obtaining paid short - term and permanent employment for individuals who have finished their Ph.D. s, BALSA concentrates on helping grad students and postdocs gain off - campus experience and polish their nonacademic skills.

Individual European institutions that address these skills, such as the German Cancer Research Center and the Barcelona Biomedical Research Park (PRBB), often focus on communication skills.

Traditionally, individuals were left to pick these up on their own, but they may now take advantage of many excellent programs that focus on teaching them the skills of successful grant applications and scientific management.

Initially, my efforts were focused on learning about the medical writing industry; defining the parameters of the company and developing a business plan; identifying government regulations and legal considerations; locating sources of professional, financial, and emotional support; finding other individuals with complementary skills and expertise (graphic designers, photographers, translators) that could work under the umbrella of my company as needed; and learning new skills or improving existing ones.

His research focuses on individual differences in intelligence and skill.

Postdoctoral training will be experienced in a variety of ways as a result of the singular aspects of the postdoctoral appointment, such as the focus on research over coursework or on other skills relevant to the individual's intended professional outcome, as well as the integral role of the supervisor and the diversity of graduate training among postdoctoral scholars.

Our expertly trained and certified Dr. Vodder instructors focus on you as an individual and help you to develop the skill required to attain the best possible results with every patient.

• Focus on design and delivery skills for safe & effective hands - on assisting and adjusting • Sequencing flows for varying effects and fitness levels • Demonstrating & multitasking • Incorporating hands - on assists & modifications • Precision and clarity in languaging and effective cuing • Designing for mixed level classes • Leading vs. Teaching • How to teach new postures to beginners • Finding personal style • Assessing individual needs • Adapting and Responding • Experiential language

The basic tenets of IR hold that visiting teams do not discuss individual teacher «data:» they focus on trends that they see related to the «problem» they are looking to address at scale - be it student engagement, poor writing skills, boy / girl performance gap, etc..

As more classroom management functionality becomes automated, this frees up time for teachers to spend more of their skills and mental energy on more important things for students and their learning; such as tailoring learning to student needs and focusing more on individual and small group instruction than on managing large classes.

* 4 POWERPOINTS * 18 READING / ANALYSIS SHORT ANSWER QUESTIONS (based on Bloom's cognitive levels) * 86 VIEWING QUESTIONS * 62 VIEWING / READING / LITERARY ANALYSIS MULTIPLE CHOICE QUESTIONS * 14 FOCUSED ACTIVITIES (Individual or group work) Credits and Opening Montage, Film Techniques, Brainstorming and Making Connections, Juxtaposition of Scenes, Connecting Allusions to Theme, Paintings and Significance, Symbols, TV Repairman, Significance of Name and Titles, Mural, Music * 4 READER RESPONSE ESSAY QUESTIONS * 2 FIVE - PARAGRAPH ESSAY PROMPTS * 1 AP STYLE PROMPT * 1 AP STYLE PASSAGE TEST (analysis / application of skills) * EXAMPLE LITERARY ESSAY ANALYSIS

Since an individual's data footprint can throw sharp focus on the areas that he / she is interested in or needs skills upgrading, a personalized eLearning plan helps organizations close the skills gap with ease and also demonstrates to the employees that they are valuable enough to invest in.

This lesson plan supports the learning of science concepts and key vocabulary through movement and dance as individual learners and in small groups focusing on compositional skills.

This lesson plan supports the learning of science concepts and key vocabulary through movement and dance as individual learners and in small groups focusing on compositional and performance skills.

This lesson plan supports the learning of science concepts and key vocabulary through movement and dance as individual learners and with a partner focusing on building a dance vocabulary and introducing compositional skills.

What is really needed is a Learning and Development plan which focuses on individual talents: the skills that organisations need.

Is it that we should use many of the Chinese strategies (that promote self - discipline, a deep respect for learning, the understanding that effort is critical, and a strong foundation of basic facts and knowledge) early on, and then, in later grades, focus more on critical - thinking skills, analytical abilities, and the pursuit of individual passions through curious exploration?

Networks of institutions and individuals could be created, focusing the transformative nature of Global Citizenship Education, as defined by DEEEP: «Education for Global Citizenship is based on an understanding of the purpose of education as going beyond the acquisition of knowledge and cognitive skills, to transforming the way people think and act individually and collectively.»

For example the ability to focus listening on an individual pattern within a poly - rhythmic piece of music (multiple rhythms being played simultaneously) or developing the listening skills required to understand the feeling of a rhythm when hearing against a regular pulse.

By taking the WorldSkills UK Careers Cloud test, each registered visitor will receive: · An individual Careers Cloud which provides a focus on those skills or careers to which they are most suited · A personalised Apprenticeship cloud which shows all the latest apprenticeship vacancies relevant to the individual · A tailored floor plan of the event, highlighting which zones of the show will be of most interest · Access to the test at a number of Careers Hubs throughout the show.

E-schools would be able to admit students best situated to take advantage of the unique elements of virtual schooling: flexible hours and pacing, a safe and familiar location for learning, a chance for individuals with social or behavioral problems to focus on academics, greater engagement from students who are able to choose electives based on their own interests, and the chance to develop high - level virtual communication skills.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

While on the surface, schools suggest initiatives that promote an individual's freedom to critically think, reflect, challenge, and be challenged, though the reality is that there is very little room for true criticism or reflection in the classroom; the focus of education is not on challenging students, but rather on explicating absolute skills that can be translated in something that can be effectively numerated and explicitly bought.

Her point is especially interesting, since, as she explains, when schools focus too much on the skills of the individual teachers (teacher human capital), the potential for a strong professional team (teacher social capital) is often eroded.

My idea is to invite teachers who are interested in being change agents to a week - long seminar with session «take - aways» focusing on: developing (and maintaining) a vision, negotiation skills, risk - taking exercises, how to build consensus, networking with other like - minded individuals, learning from others» successes, and more.

Overall, as a group, teachers received lower scores on the Attention to Individual or Subgroups of Learners rubric than on the Focus and Quality of Evidence rubric, possibly indicating that attending to individual students» thinking and understanding is a skill that needs time to develop and is not prevalent in noviceIndividual or Subgroups of Learners rubric than on the Focus and Quality of Evidence rubric, possibly indicating that attending to individual students» thinking and understanding is a skill that needs time to develop and is not prevalent in noviceindividual students» thinking and understanding is a skill that needs time to develop and is not prevalent in novice teachers.

They identify «21st — century skills,» «soft skills,» well - rounded education,» or broad definitions of literacy and numeracy common to jurisdictional action, along with an aim to put more focus on individual students, engagement and needs.

Emphasis is placed on complex, abstract, and higher level thinking skills in students with a focus on open - ended tasks allowing for individual interests.

Another option: Students may be given assignments focusing on different skills, based on their individual needs, to give them a chance to practice the skills each student needs most.

An RTI approach encourages educators to consider the needs of individual students and focus on prior knowledge and skill gaps to make meaningful progress.

This foundation includes a challenging educational program that encourages students to work collaboratively, a focus on individual learning styles, the development of life and social skills, and the promotion of respectful behavior toward peers and adults.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Providing the conditions that enable all individuals to become empowered with the knowledge and skills to use their voices effectively and with integrity in co-creating our public global world, MC2 intentionally focuses on students» gifts and abilities, leveraging learners» strengths while providing multiple strategies for addressing challenges.