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121 Educators providing Professional Development courses in Great Harwood

Bjja Gb

bjja gb

5.0(1)

Accrington

The British Ju-Jitsu Association was originally founded in 1956 by Soke James Blundell (22/12/21 to 13/11/89) and was later re-constituted in 1988. It included other affiliated Ju-Jitsu associations from around Great Britain. Together, these clubs and associations approached the British Sports Council (now the UK Sports Council) to establish a single Governing Body for the Martial Art of Ju-Jitsu in this country and as a result, since 1993, the BJJA became the British Ju-Jitsu Association Governing Body, or BJJAGB. This Governing Body oversees all aspects of Ju-Jitsu in Great Britain such as, establishing codes of conduct, standard practises, competition formats and rules, arranging group insurance policies for clubs within the Association, and certification of teachers and competition referees as well as registration of new clubs. Sports Coaching certification for Martial Arts instructors is backed by the National Coaching Foundation, known as “Sports Coach UK”. It is through them that the BJJAGB is able to arrange for full Professional Indemnity insurance for all registered coaching instructors teaching Ju-Jitsu within the BJJAGB. As the independent voice of UK sport, the Sport Recreation Alliance is the umbrella organisation for the National Governing and Representative Bodies of sport and recreation in the UK. It speaks and acts to promote, protect and develop the interests of sport and physical recreation at all levels. The Sport Recreation Alliance is at the forefront of sports politics, providing support and services to those who participate in and administer sport and recreation and is completely independent of any form of Government control. They have no responsibility for allocating funds and are strictly non-party and will support or oppose proposed measures only on the basis of their perceived value to sport and recreation.

Flex Academy Of Performing Arts

flex academy of performing arts

Bolton

FlexSchool is a unique learning network designed specifically for gifted and twice exceptional (2e) middle and high school students. At this time two campuses serve the Tristate area, one in Berkeley Heights, New Jersey and another in Bronxville, New York. FlexSchool embraces students for who and where they are, then supports them as they learn to thrive. Small, ability and discussion based classes taught by subject experts ensure meaningful conversations and the opportunity to ask high-level questions. The faculty, trained and supported by learning specialists and mental health professionals, focuses on critical thinking in all areas of learning. Our Cloud Campus welcomes online students from around the world into live, discussion-based classes and our community, either full-time or part-time. FlexSchool has had great success with remote students from Florida, Washington, California, West Virginia, United Arab Emirates, Bermuda, and Switzerland among other places! back next History FlexSchool started to save one twelve-year-old girl. Jane loved to learn what she wanted to learn, and spent hours engrossed in videos and web pages about animals. She could tell you about muscle cells and animal anatomy. She researched Native Americans and made all of the games and weapons used by the Lenni-Lenape out of found objects and craft supplies. She spent hours drawing and painting and could write fiction better than most college students. Yet, she loathed school. She rarely spoke in class, dropped out of the gifted and talented program, either didn’t do her homework or would forget to turn it in. She had As on the tests and Cs and Ds in the class. Jane’s academic future looked dismal. Poor grades and high test scores are not a winning combination for college admission. Her public school was not the right place for her, but neither were the local private schools. Academically-oriented private schools do not accept students with poor grades. Schools that accept students with poor grades are not always academically rigorous. Stalemate. Until we started FlexSchool. Jane spent six years at FlexSchool, learned to love learning again, graduated in 2020, and attends a well-known liberal arts college studying anthropology, linguistics, map-making, and art.

Novelty Training

novelty training

London

Articles, research and tools for the L&D professional. Insights for managing the business of learning.Talent development — especially in these stressful and emotional times — needs to adapt to meet the humanness of leadership. The decades-old go-to of routine, process and familiarity lacks one of the most compelling and relatable aspects of the human experience: weirdness. The reason our talent development industry tries to keep training as non-weird as possible is because strangeness can initially feel uncomfortable, disorganized and just plain awkward. We often see thrusting participants into their discomfort zone too quickly as risky. In psychological and neuroscience research, weirdness is also referred to as “novelty,” or something new and different. Interestingly, the current understanding of memory is that when we experience something novel in a familiar context, we can more easily store that event in our memory. A novel stimulus activates our memory center (the hippocampus) more than a familiar stimulus does. Even better, the emotional processing in our amygdala also impacts this memory formation, particularly if there is a strong emotion about that novelty. In fact, our brains process a lot of sensory information every day. The hippocampus compares incoming sensory information with stored knowledge. If the two differ, it sends a pulse of dopamine to the substantia nigra (SN) and ventral tegmental area (VTA) in the midbrain. From there, nerve fibers extend back to the hippocampus and trigger the release of more dopamine. This process is called the hippocampal-SN/VTA loop. The dopamine release in a “weird” experience also makes us more motivated to discover, process and store these sensory impressions for a longer period of time.