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Indentifying skills to devise a suitable training programme

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Introduction

Section 1: Identify the important skills/techniques and/or fitness components needed for a participant in his/her role. In tap dance, there are simple steps that, once mastered, can easily be combined to create more complex and involved skills. These basic movements include: * * Hops * Toe/Heel Beats * Tap Steps * Springs * Shuffles * Shunts * Stamps * Scuffs * Brushes An example of one of these more difficult skills is a cramp roll; this involves two steps forward and two heels. However, this can be turned into five and six-beat cramp rolls by changing one or two of the steps into tap steps. Similar steps consist of: * Ripples * Wings * Progressive Taps * Time Steps * Maxi-fords * Suzie Qs * Pullbacks * Waltz Step * Riffs * Flaps * Close work * Scuffles Each of these steps can also be modified by changing the number of beats, how they're put together or the timing of them. Some of these more complex steps can also be combined to make compound steps (e.g. wing time steps). Generally, the preparation and recovery for these skills is a plie (bending the knees) in order to gain height and to land safely without causing any damage to the knees. In order to perform these steps to a high-quality, various fitness components are especially important. * Timing: Although this is required in most kinds of dance, it is particularly necessary in tap because the dancing is as much to do with sound and rhythm as it is with being aesthetically pleasing. During a performance or examination, it's crucial the tap beats are in time with the music and with each other; if not the whole dance looks messy and the performer is likely to make a mistake. * Speed: Particularly in the advanced, vocational grades, footwork can become very rapid and intricate. Speed is essential in getting every beat heard synchronized and in step with the music. ...read more.

Middle

As Suzy is a very good ballet dancer, she sometimes has difficulty with adapting her posture for a very different style of dance. Practising being very up-right and posed can prevent her from being comfortable with moving her body weight forward. Without this weight transfer, back taps prove very tricky and it becomes hard to balance when doing pick-up steps, obscuring sounds made and making the performance look rigid and mechanical. To correct this she needs to get used to having her upper-half leaning over her feet. Her posture often affects her balance too and stops her from making clear, crisp taps, meaning that she sometimes finds turning steps and taps on one foot hard to master. Whilst she spots when doing simple turns, when changing direction within a dance her head doesn't turn around first, making it hard to stay up-right. This means that often during practises, she can lose her balance completely and fall over. In addition to this, being off-balance means that she can't travel and move her steps as much as she could to make full use of the space, affecting her agility around corners. Additionally, Suzy does not have enough speed, at times, to keep up with the music. In advanced grades, footwork is repeatedly required to be incredibly fast, neat and agile and without quick movement in the legs, this is nearly impossible. Again, this will make a performance look scruffy and untidy as: tap sounds won't correspond to the music; in order to get the taps in, movement will begin to stay on one spot and the performer will start to concentrate too hard on getting the beats in that they will end up making mistakes and getting even further behind music or peers. Another one of Suzy's main problems is her memory of sequences. This means that she has been working towards her current grade for a long time now because she has not been able to recall all the different exercises in the syllabus required for the exam. ...read more.

Conclusion

amount of time the exercise is done for * Balance/Posture: hold balance on rise with back foot lifted for a minute o #1: tap the back foot every few seconds o #2: change this to a shuffle o #3: between shuffles, hop on the front foot Training Programme Day Practice Frequency/Intensity/ Time Skills developed/ relevance Progressions in weeks 2-6 Monday Advanced 1 Tap Lesson 6:15-7:15 Develops memory of the syllabus as well as improving general skill. Continue through the syllabus to learn more dances. Tuesday REST Allows the body to recover so that training throughout the rest of the week is effective and injury is less likely to occur. Go over dance routines in head to improve memory of dances so that training practices can focus on other things. Wednesday Tap Show Class 6:00-7:30 Improves performance skills and builds confidence on stage. Continue to learn the set dance to perform. Thursday Strength Muscular Endurance Repeat 'strength' for 2 minutes Jump for 11/2 minutes Rest for 5 minutes Repeat x3 Develops muscles so that jumps reach high enough to produce clear beats. Helps to sustain this strength over periods of time. Progress to each stage (#s) as the individual feels comfortable with the current practice and ready to move on. Friday REST Allows the body... (as above). Go over... (as above) Saturday Coordination Balance/ Posture Timing Ripple x25 Hold balance for 1 minute Rest for 1 minute Repeat x5 Spend 45 minutes working through a dance, progressing as each stage is achieved. Help maintain her ability to coordinate both feet and arms together. Will improve her turning steps and back taps. Improve her rhythmic skills so taps are in time with the music and sound neater. Progress to each stage (#s) as the individual feels comfortable with the current practice and ready to move on. Once progressions for a dance are complete and sound, work can start on a new dance. Sunday REST Allows the body... (as above). Go over... (as above) Katie Turner 10P ...read more.

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