Thursday, February 20, 2020

Complusory Insurance bill Essay Example | Topics and Well Written Essays - 3000 words

Complusory Insurance bill - Essay Example Whilst participation consent is implied in respect of injuries falling within the ambit of inherent risks in the game, the extent of this "consent" has become contentious in practice with negligence liability arising for non-contact sport in addition to contact sport. For example, in the case of Condon v Basi ([1985] 1 WLR) it was asserted that an "inherent risk" in the game for the purpose of determining implied consent was essentially a question of fact, dependent on the circumstances of the game, including the regulations, the rules and customs and the inherent dangers. It was further stated that this was an objective test. Accordingly, the parameters of liability have remained uncertain with regard to who the appropriate tortfeaser is, along with the extent of liability for both professional and amateur players bringing claims in negligence. For example, in the leading case of Smoldon v Whitworth (1997] PIQR 133) it was determined that a referee of the Rugby Union match was liable for injuries suffered by a rugby player by another player as a result of a collapsed scrum. In this particular case, the referee had failed to enforce the rules of the International Rugby Board as applied to a rugby game, in which there were more than 20 collapsed scrums. Furthermore, there had also been complaints from certain players, a warning from one of the touch judges and shouts from the spectators. Furthermore, in the more recent case of Vowles v Evans ([2002] EWHC 2612), the Court of Appeal asserted that at all levels of sport a referee owed a duty to take reasonable care for the safety of players. Legal commentators have suggested that these cases by analogy point towards potential liability of coaches for failing to take reasonable care for the safety of their players. However, the liability of coaches remains ambiguous as it has been untested, however in light the Smoldon decision, the categories of potential defendants has clearly widened in sports injury claims. It is also important to mention that the relevant organisation putting on the game could also be liable for the player's injuries. For example, in the case of Watson v British Boxing Board of Control [2001]2 WLR 1256, it was held that the Board owed Watson a duty of care to provide appropriate resuscitation equipment and a person or persons qualified to use such equipment at the ringside. The Court made it clear that it was the duty of the Board and of those advising it on medical matters to be proactive in accounting for foreseeable risks and to seek competent advice as to how a recognised danger could be combated. Firstly, in the case of Condon v Basi ([1985]) the Court of Appe

Tuesday, February 4, 2020

Scaffolding Essay Example | Topics and Well Written Essays - 750 words

Scaffolding - Essay Example Scaffolding instructions describe specialized training strategies geared toward supporting learning when the trainees are first introduced to a new aspect. Scaffolding gives trainees a situation, motivation and foundation from which to appreciate the new lessons introduced to them (Coackley, 1994). Tasks that are too difficult will be outside the trainees’ level of developmental scope and might have detrimental effects. Bridging the gap between their actual development and the potential, desired results might not be possible because frustration sets in. A core task of the fundamental steps in scaffolding entails keeping the trainees from getting frustrated. Enabling them to bridge the space between the real and the potentially possible skills depends on the resources or support the coach provides (Wood, Bruner, & Ross, 1976). On the other hand, setting the standards too low may drive them into boredom and loss of motivation. In the case of coaching teenagers’ soccer, th e coach’s first step was to build their interest and engage their active participation. The trainees see the coach as knowledgeable about the content of soccer as well as a facilitator with the skills, strategies and processes required for coaching. The coach not only helps motivate trainees by providing basic support to enable them to achieve the objective, but also offers support in the form of modeling and highlighting the critical features of soccer, and providing hints and questions that might help them to reflect (Wood, Bruner, & Ross, 1976). Towards this end, the coach requires some personal attributes like pleasantness, a sense of humor, even temper, courtesy, sympathy and enthusiasm (Coackley, 1994). Once the coach achieves participation, he breaks down the training programme into smaller and simpler units. There are specialized drills for strikers, defenders, midfielders and goalkeepers. It begins with each group identifying what and how they ought to achieve. True player growth takes place when each player’s routine training and playing surroundings are of the best standard (Ewing & Seefeldt, 1990). Having a consistent environment and a clear visualization of what is ahead for them maximized the trainees’ development. The coach used video clips and specially arranged soccer fields as teaching aids. The coach consistently uses video analysis of both group and individual performance. He develops the analysis in the region of problem solving thoughts. A trade of questions, suggestions and answers between the coach and players and then again between the players themselves is always productive. The coach stressed the significance of video analysis immediately following the activity. That is when the trainee had a feel for the action. Video feedback had its greatest impact in training sessions where evaluation followed by immediate recurrence of the action took place in a coach controlled situation (Ewing & Seefeldt, 1990). In areas w here the trainees are succeeding, the coach’s and teaching aid’s assistance are reduced. In the same way, he provided more assistance where he observed struggling (Coackley, 1994). Brief viewing periods plus the coach’s analysis were followed by attempts to correct as well as improve on performance. Correction had to be positive, not negative. The coach stopped talking and listened. The idea was to avoid filling the trainees’ minds with details, but allow them to think and analyze for themselves. He was only to