Categotry Archives: Creativity, Action, Service (CAS)

Everything about what I did for CAS :)

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Activity: Badminton@FinalCP

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Categories: Creativity, Action, Service (CAS), Reflections

This is the final checkpoint of my activity. Going back to my SMART goal:

“By the end of term one, I should be able to carry out at least 5 smash in one game”

I’ve already practiced every Monday for one hour, gave some tries in doing push-ups, and practiced only performing smashes.

It is true that the coach cannot play with me every time (because he plays with other students as well), and the coach will be going easy against me anyway. So the game I played to achieve my goal will be against my friend. When playing, I always look for an opportunity to perform the smash. Although sometimes I failed the smash and that leads to the shuttle hitting the net instead, I’m still able to perform six smashes in one game! Signing up for this activity has been a lot of fun, I enjoyed playing badminton, learn new skills from the coach, and made a couple of friends from outside of my year level.

Final image taken during the final session of term 1 (one of my smashes caught on camera!)

Time achieved: November-December 2017

Learning outcomes:

  • LO #1 : I identify my strengths, I identify areas for growth
    • Since I have experience in playing badminton (with my dad and brother during my younger years), I consider myself decent in badminton. I already know how to rally (just need a little bit of warm up to get me back into badminton), I know the different skills in badminton, I know how to surf the shuttle, etc. With these set of skills that I already know and able to do, I move forward to learn and achieve the things that I couldn’t such as the smash and the dropshots.
  • LO #2 : I undertake challenges, I develop new skills
    • Although badminton is not a new sport for me, that doesn’t mean that I cannot learn anything new. I developed a set of new skills (smash and dropshot), and undertook challenges to achieve them (improving stamina and practicing push-ups)
  • LO #4 : I show commitment, I preserve
    •  I attended every single badminton sessions and make sure that I use my time wisely, practice, and commit to my SMART goal for badminton.

 

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Activity: Badminton@CPIII

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Categories: Creativity, Action, Service (CAS), Reflections

From my previous checkpoint, I’ve greatly improved my stamina and learned a simple ability (dropshot). Some time around this checkpoint, I told the coach that I wish to learn how to perform the smash. He told me an analogy of the smash movement, which is to imagine that I’m throwing a rock. The hand movement will be roughly the same when performing the smash. When playing against him, the coach set up each of his movements accordingly so that I have the opportunity to perform smash ability a lot of times and practice (by hitting the shuttle high and slow). I don’t understand why I couldn’t perform such a skill. When one smashes, we can clearly hear the sound of the batt slicing through the air, and we know that it is a powerful strike. But when I tried to perform the smash, not a single sound was heard. My arms just isn’t powerful enough.

I told the coach about my problems and he gave me a simple advice. Doing push-ups will greatly increase my arm strength, and it will surely help me to perform smashes. Although I’m really weak at push-ups, I gave a few tries outside of the session time to practice and prepare.

Here’s a simple video of me and my partner playing (practicing) against the coach:

Time achieved: October 2017

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Activity: Badminton@CPII

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Categories: Creativity, Action, Service (CAS), Reflections

From my previous checkpoint, I’ve warmed myself up every week and get used to playing badminton again. Since I don’t spend much time exercising, I have difficulties to keep up with full stamina for the whole 1 hour of badminton session. Now that I commit and attend every session, my body starts to adapt.

I practiced by playing against the coach a lot of times. Even though he is going easy on me, sometimes I have difficulties to rally the shuttle back to him. This is because he always returns the shuttle with full force so it always fly really high and far away. Not to mention that I have to give enough force back for the shuttle to pass the net. After every long shots, the coach would reduce the force drastically so the shuttle barely passes the net, therefore I had to run across the court for most of the time. This is the main cause of why I always felt tired really quickly during the session, but by doing this every week, I’ve adapted to the coach’s style and improved my stamina.

Side note though, although I really dislike the very weak drop shots (because I miss most of the time!) I’ve picked that ability and used it against my fellow opponents. I’ve earned experience on when and where to perform this ability, and this in return greatly helps me predict when my opponent will use it against me.

Time achieved: September-October 2017

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Activity: Badminton@CPI

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Categories: Creativity, Action, Service (CAS), Reflections

For the first term in year 13, I signed up for badminton activity every Monday after school. This activity is different compared to the other two that I did last year, because I have plenty of experience. I used to play badminton with my brother and father every weekends, so the SMART goal for this activity will be focusing on something that I am not able to do until today: perform the smash.

SMART goal: “By the end of term one, I should be able to carry out at least 5 smash in one game”


(This image is taken during the final session of term 1 badminton, not the earliest photo)

On this checkpoint, I’ve:

  • Played with the coach to let him know about my “level”
  • Practiced a lot of rallying together with other students

Time achieved: ~early September 2017

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Activity: Tennis@Final CP

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Categories: Creativity, Action, Service (CAS), Reflections

This is the final checkpoint for my tennis activity! Going back to my SMART goal for this activity: “By the end of year 12, I should be able to rally the tennis ball at least 15 times against my opponent”

This means that the ball must not go out of the court, hit the net, bounce more than once, and I shall not miss to hit the ball. From my previous checkpoints, I’ve came to the after school activity every week to learn new skills, receive tips, as well as casually practicing against each other with the standard rule applied. At the beginning of the activity, I do play at the ‘easiest’ court where the inexperienced players are, but as I learn and grow, I was moved to a more experienced court and get to play with better opponents. 

On my last week of year 12, and last day for my tennis activity, we play against each other casually. But this day is really important for me because I succeeded to rally the tennis ball at least 15 times!

Here is a final picture of me playing in the end of year 12 🙂

Time achieved : mid June 2017
And, this is the final checkpoint for my tennis activity! I am glad that I am able to learn a new sport and develop new skills in 1 term.

Learning outcomes achieved:

  • LO #1 : I identify my strengths, I identify areas for growth
    • I used my experience in badminton and apply them to tennis. Even though some things doesn’t work (e.g. the way to hold the racket, and the angle or the force applied when hitting the ball), the basics is still there and I am able to use that knowledge to improve throughout the activity.
  • LO #2 : I undertake challenges, I develop new skills
    • Tennis is new for me, therefore I am able to challenge myself and learn new skills.
  • LO #4 : I show commitment, I preserve
    •  I attended almost all of my tennis after school activity sessions and make sure that I use my time wisely, practice, and commit to my SMART goal for tennis.

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Activity: Tennis@CPIII

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Categories: Creativity, Action, Service (CAS), Reflections

From my previous checkpoint, I’ve received a very important tip to get better at tennis: stand further behind from the net. I’m still practicing my skills to hit the ball back (not too hard like badminton and not at a wrong angle to hit the net/hit out of the court), but now that I further understood the mechanics of tennis, the coach now asks all of us to find a partner and try and play doubles against another partner. This time, we also keep track of the scores obtained so that later we can swap opponents (the winner vs. another winner from another court, etc). We also play singles with each other to further practice our rallying skills (and sometimes do keep track of the scores too).

Now that we experienced to play against each other, the ball is no longer allowed to bounce more than once, because the standard rules are now applied. Hitting the ball to the net/out of the court also grants a point to the opponent. It is a good progress so far to be able to play with the standard rules applied.

Here’s a VERY short video of me hitting the ball once, because my phone was running out of space and I couldn’t capture as much. 🙁

Time achieved : End-May ~ Beginning June 2017

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Activity: Tennis@CPII

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Categories: Creativity, Action, Service (CAS), Reflections

From my previous checkpoint, I learned the effective way of holding a racket as well as the correct way of swinging the racket. Now that the basics are learned, the coach focuses to train us how to rally the ball properly. Since this is still very very basic, the ball is allowed to bounce against the floor more than once. Usually, when the ball bounces more than once, the point automatically goes to the opponent. But since I just started to practice on rallying, the coach allows multiple bounces so that it will be less time consuming (to pick up the ball and surf again).

My badminton skills still appear when playing tennis; sometimes I hit the racket too hard so the ball goes out of the court, or the angle of my racket when hitting the ball is a little bit off so the ball hits the net instead of passing over it. I am also still not used to the bouncing mechanics of this sport; sometimes I tried to hit the ball even before the ball hits the ground for the first time, resulting in a really bad rally and even failing to hit the ball back.

The coach gave me a tip that I should stand far back from the net to allow the ball to bounce off as well as giving me time to predict where the ball will go and how will I hit the ball back. Standing too close to the net will only make me step further back only to wait for the ball to bounce once (and possibly missing the ball), so it is better for me to stand further. I do find this tip useful and this is a new skill I’ve learned.

Time achieved : Early May 2017

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Activity: Tennis@CPI

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Categories: Creativity, Action, Service (CAS), Reflections

During term 3 on Year 12 (April-June 2017), I followed tennis after school activity. I played tennis ONCE before and it was back when I was in year 7 at my previous school, so I thought that I want to seriously learn how to play a new sport and add new skills for myself.

Since I told the coach that I’ve never played tennis before, I was placed at the “lowest” court, where inexperienced players play. I also noticed that I was the oldest member in this activity. Some people might think that it may not be a very good learning place to play without challenge, but then again, I didn’t even know how to hold the tennis racket properly; I thought it works exactly like badminton! Also, not everyone is too young, there are some members who are around year 10 or 11.

 Playing with ~Year 4s and 3s

The SMART goal for my tennis activity is: “By the end of year 12, I should be able to rally the tennis ball at least 15 times against my opponent”

On this checkpoint, I learnt basic rules of tennis:

  • The efficient way to hold a racket (two hands holding and positioned in front of our body)
  • The correct way of swinging the racket (not too hard like badminton, angle and positioning too)

Time achieved : mid-April 2017

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Feline Cross: Building the Inside

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Categories: Creativity, Action, Service (CAS), Reflections

Last Friday, the Feline Cross team gathered to the cat sanctuary at school to add ‘furniture’ for the cats. Our aim by the end of that day is to finish with the scratchpost as well as the shelves for the cats to climb around the sanctuary.

A scratchpost is a very common entertainment for cats. It is made of thick and rough ropes tied up around a post; and they are there to be scratched by cats! It looks something like this:

Since we are making the ‘furniture’ with our own hands, we are afraid of the steadiness of the scratchpost. It may accidentally fall on cats and endanger their safety inside the sanctuary. Furthermore, there will be more ‘furniture’ or entertainment we will be adding to the sanctuary, so we’re not sure if the scratchpost might be a hinder to other furniture. So, we decided to attach the rough rope on the wall inside the sanctuary instead; nevertheless, it still works perfectly fine as a scratch’post’!

 

 

 

 

My friend and I untangling the rope                          My friends and I outlining the first line for the                                                                                                  scratchwall as well as attaching it with glue gun

Moving on to the shelves, we aren’t actually going to build a shelve; it is more into providing different ‘levels’ for the cat. We are attaching wood planks at different levels and at different sides of the sanctuary to allow the cats to jump around, like they always do.

 My friends and I working on the ‘shelves’

Learning outcomes achieved:

  • Learning outcome #6 : I engage with issues of global significance
    • The main reason of Feline Cross’ establishment is to fight against animal cruelty, more specifically cats. Just as mentioned from previous blog posts, our school hires professionals to remove stray cats from the school grounds in order to protect younger students. The removal method used by the professionals are putting the cats into sacks and who knows what happens to the them next. By building this sanctuary and including furniture + entertainment tools for the cats, we ensure both the cats’ and students’ safety.
  • Learning outcome #7 : I recognize ethical issues, I act ethically
    • Is it ethical to put a cat inside a cage and leave them be? No. Which is why we added furniture and entertainment tools inside the sanctuary. Furthermore, the cats will be fed regularly and let free outside the cage occasionally. We do not take away the cats’ freedom, because we act ethically towards the cats.

 

 

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Physical Education: Trampolining@Final CP

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Categories: Creativity, Action, Service (CAS), Reflections

Alright, this is the final checkpoint for one of my activity: trampolining! From my previous checkpoint, I’ve planned the structure of my ten bounce routine, which is my SMART goal of this activity.

Again, my SMART goal is:
“By the end of term two, I should be able to construct a 10-bounce routine including complex movements such as the swivel hips and front drop, possibly the backdrop.”

Since I’ve trialed various ways to connect the different techniques in trampolining and see which combinations are the best, I feel confident that the routine plan I created will work out just fine and I will be able to perform it properly. So, between checkpoint 3 and 4, I spent my weeks in PE lessons to polish and perfect my routine so that I can perform it in one go without making major mistakes. This is my final checkpoint of my activity, and my SMART goal is achieved because I constructed a ten bounce routine including complex movements by the end of term 2 of this school year.

In summary, my ten bounce routine includes:
1. Tuck jump
2. Seat drop
3. Front drop
4. to feet
5. Straddle
6. Half turn
7. Seat drop
(half turn to-)
8. Seat drop
9. to feet
10. Pike jump (on my previous checkpoint, the tenth bounce is the tuck jump. Since I did the tuck jump as my very first bounce, I wouldn’t want to repeat the same basic movement so I changed it to pike jump whilst practicing.)

Notes:

  • jumps 7-8 is the swivel hips, because it is seat drop half turn to seat drop.
  • On my previous checkpoint, I planned that if I succeeded to be confident in the backdrop, I will include it in my routine. However, as it is near to the end of term two, I think I’m still not confident with my backdrop skills; therefore I decided to change it to pike jump instead.

Here is a video of me performing my ten bounce routine:

Time achieved: Last weeks of term two ~end of March 2017
Aaaand, this is the end of my trampolining activity! 😀 I’ve learned a lot of new skills and got a unique experience through this activity.

Learning Outcomes achieved:

  • #1 : I identify my strengths, I identify areas for growth
    • While learning, I identify which techniques or movement I find easy to perform, meaning that I won’t need to spend as much time to perfect the movement. Whereas harder and more complex movements such as the swivel hips and backdrop; I need more time to be comfortable and confident with it.
  • #2 : I undertake challenges, I develop new skills
    • Since trampolining is completely new for me, I undertake challenges, developed new skills, and learned a lot of new techniques in trampolining.
  • #3 : I plan and initiate
    • I planned the ‘stages’ of learning in order to achieve my final goal (plan to learn basic movements, then complex ones, then construct the routine)
    • I planned my routine before performing the final routine.
  • #4 : I show commitment, I preserve
    •  I attended almost all of my PE lessons during school and make sure that I use my time wisely, practice, and commit to my SMART goal for trampolining.
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