Month August

  • The Feldenkrais Method

    Will initiate this article with the words of its founder, Dr. Moshe Feldenkrais (1904-1984) physicist at the University of Sorbonne in Paris: “I will be his last teacher. Not because I am the best teacher you can find, but because of my you will learn how to learn. When you learn how to learn will find that there are no teachers, only learners and people learning how to facilitate learning. ” The main objective of this method is the reeducation of movement, replacing old habits with new more efficient and organized options optimizing our daily lives. Its focus is training and teaching, is used as an alternative to relieve chronic muscle and mental tension, severe pain, improve posture, anxiety, stress, depression, neuralgia among others. The method offers more than 1500 sequences of movement, where the patient participates actively in their own healing process, looking for a slight stimulation on the muscle for the purpose of which conforms to the sensation of pain eliminating the presence of the same.

    Not teaches the person to do the right thing, but your brain discriminates proper form and choose the most appropriate. The Feldenkrais method is implemented in two ways: The Functional Integration (individual session): the therapist observes and manipulates the movements of the person and relates to the lack suffering and looks like it could move in a different way to stop the disease. Awareness Through Movement (group session) followed verbal instructions of the therapist. It’s in my interest to conclude that in all programs of musculoskeletal injury prevention and ergonomics are considered innovative and more effective alternatives for achieving health outcomes and quality of life of people in their work and domestic, doing the difficult easier and more enjoyable easy.

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  • Equilibrium Basic Skills Years

    "In couples with a stick marked in the middle, it has the loose and the other must take before it falls, before or after the mark, as the slogan. "All the group running down the court, appointed coach and a player throws the ball, the player must take before it falls. 3-visual-motor coordination. -Maintain a balloon in the air with one arm. -Idem, hit once with each hand. Launching the balloon-up low-pass, before it falls, as often as possible. -Different types of launch balls of paper. -Skip the companion paper balls jump.

    "Throwing balls for games and take them in different directions after the sinking. "Throwing balls rolling, running and brake with the tail. "Fronton individually or in pairs. 4-Study the flight of the ball. "The coach throws the ball, students have to hit your hands on the highest point of the flight path. -In pairs, one passes the other hand hits the receiver.

    Stages of training. ELITE PERFORMANCE: +18 years Education: 15 to 19 years. Beginners: 10-14 years. VOLLEYBALL: MOMENTS FOR DEVELOPMENT Since the motor skills to technical-tactical) Capacities perceptual-motor (Until 8 / 9 years or so) coordination skills: General Dynamics and Equilibrium Basic Skills. Evaluation of space-time trajectories eye-hand coordination games played propedeutical Circuits and Stations. b) Home on the job specific skills (9-12 years approximately) escalation techniques and their application in ways simple plays. Each technical gesture will be integrated into more comprehensive wholes with prior and subsequent actions. Basic collective work: in a simple, progressive and fun.

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  • The Professors

    The professors must construct and to work in set with its pupils to develop the activities you discipline of them related with the use of these tools, searching to reach individual and collective objectives. We can say that, the presence of the new technologies in the diverse sectors of the current society, mainly in the schools, it is indispensable. the first steps must inside be given of the school, so that if they can construct to solid bases for the work and the research with the tools of technology in the accomplishment of the pertaining to school and extra-pertaining to school activities. The use of these technologies does not go to substitute the professors, but to assist them in some of its activities. The task to pass information can be stimulated of diverse forms, as the use of blogs, books, videos, programs in CDs, among others. The professor will go if he transforms into a estimulador of the curiosity of the pupil, making with that it wanted to search in search of more satisfactory information to the studied subjects, fitting to the professor to co-ordinate the process of presentation of the results gotten for the pupils. The professors will have to also transform the information into didactic knowledge, searching to extend the development of the pupils in the diverse forms of learning through the applied activities.

    GUIDED EDUCATION When we use the resources that the technology offers in them, one becomes necessary to establish goals and rules so that when guiding the pupils, are well clearly, what really are wanting, and thus, the lessons will become in such a way productive for the pupil as for the professors. This because many pupils know some of these resources and for this, tends to leave the real interest of the planning of the activities. The commitment of the professor with these aspects is very important, therefore without these aimings the use of the technological resources as learning forms will leave to have the magnitude in the collective and personal construction of the knowledge.

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