This year’s AFL Grand Final Symposium took place on Friday 29th September, 2017. These days, I usually attend any seminar, symposium, or conference with my sketchnoting gear* in tow. This time, I decided to travel light. I live-tweeted periodically throughout the day, as did a few others, but I didn’t do any live sketchnoting as I normally would.
I’ve been thinking for a while (years, really) about capturing my sketchnoting process as it happens. Then it struck me – with key messages from the symposium fresh in my mind, I could easily create a post hoc sketchnote of the event while capturing the process as a screen recording. Three tutorials and some new software installations later, et voila – here’s a timelapse video that demonstrates my sketchnoting process from start to finish. It captures, in ~2 min, what actually took me over 2 hours to create in real time. Enjoy!
And here’s the finished product, featuring comments from:
Andrew Russell (Elite Performance Manager, Hawthorn FC; @jackrussellEP)
Andrea Farrow (Player Development Coordinator, St Kilda FC; @andyleefarrow)
I’ve just started using Learnist, a highly visual public curation tool that takes a similar approach to pinboards in Pinterest, but encourages its users to develop boards with “learnings” around specific topic areas. I’ve started off with two boards, “Sports Science in the Real World” and “My productivity toolbox”, which I will continue to update over time:
Already, I can see lots of potential for this tool to be useful in a teaching context. Looking forward to curating content to help provide context to their studies in exercise and sports science, as well as pulling together resources to support my students in developing graduate competencies.
If you’re on Learnist, follow me here: . Or, if you’d like an invite, leave a comment below 🙂
I’ve been privileged to teach across quite a few disciplines at Deakin University, including physiology, biomechanics, and anatomy. But probably my favourite units to teach are Applied Sport Science 1 and 2. I particularly enjoy helping students to develop the mindset for solving problems that don’t have one clear or correct answer. When it comes down to it, that’s where the true challenge lies for any applied scientist – combining evidence-based practice with the capacity to engage and interact with complicated human beings!
My classes this week explored the periodisation concept. Periodisation is one of my favourite topics to teach because of its inherent complexity, but also because you need to be in touch with the human aspect of athlete and team preparation in order to periodise well. To kickstart my students into some key considerations for creating an annual plan, I asked:
Why is it important to periodise?
What are we trying to achieve through a periodised plan?
What should be included in a periodised plan?
How do you know that your plan is any good?
Based on their answers to these broad questions, I created a mind map to summarise their ideas.
Key considerations for structuring a periodised plan (click to view larger).
Though not comprehensive, the mind map demonstrates some insightful comments provided by my students, setting up a platform for further exploration of the issues that need to be considered when structuring a comprehensive periodised plan.