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WEB APP DEVELOPMENT
Satyajit Sadanandan is a co-founder of ChampLidar 360. He is a Sports Talent Engineer with a diverse range of experiences spanning over two decades with many global organizations including FIFA and several top clubs and academies in over 70 countries.
He spent years of search for the right answers on what is the right path to professional football, and now he sees his mission to share this knowledge with parents or anyone who has professional sports ambitions.
An embryonic user friendly application that scientifically helps to evaluate the current ability of any soccrer player, and also helps further to escalate them to achieve their highest potential.
Champlidar has modules that provides an overview evolution and assessment of students through various prespectives who engaged themselves in the practice of scoorer.
Assessment is becoming increasingly important in analyzing a player’s ability ,as a means for demonstrating and promoting quality in learning. However, this is also an area of much confusion for coaches . Coaches might not understand the assessment terminology being used in Champlidar , as the question arise why practical practice course grades are not sufficient assessment methods, the purposes of assessment, or the various assessment methods that could be employed. This module provides an overview of the evaluation and assessment of a player’s potential in scoorer education from a variety of perspectives, including the assessment of programs, courses, and individual .
The module is divided into three major Parts as follows:
Part I: Introduction of the Player
A detailed study on the current activities of the player, micro level analyzing trough various modern technical methods to understand the ongoing lifestyle of the player. Based on the data an analyzed healthy routine is provided to the players.
Part II: Assessment Principles, Approaches, and Barriers
Includes sections involving:
A. Questions & Answers, – Set of questioners set by the expert team with strong algorithm to judge mind state for both the players and also for the parents. principles and characteristics,
B . Barriers and Challenges – Equal evaluation and analysis is done for the players and parents based on the data of questionaries’ , suggestions and support are provide by the coaches / experts to meet up the challenges and bring the best noted output.
Part III: Evaluation/Assessment Methods
Includes sections involving: Player’s database , Psychometric Examinations , and Parents Stimulation .
Each part and its associated sections contain objectives for that material, that has individually designed to help the players reinforce and apply the scoorer skill learned.
Further a separate programmed for understanding and analyzing the parental state of affairs and motivating them to encourage their wards for better output and to set higher long term goals.
Free Test to support the initial inquisitive of player’s .
People think of the set of courses in a program when they hear the word “curriculum.” However, the curriculum also encompasses the actual learning experiences, player learning outcomes, teaching and learning processes, player evaluation methods used, and program assessment processes employed.
In this application this has made the impact pf learning process both theoretical and in practical approach.
Assessment is critical for curriculum development. Assessment not only documents if the learning outcomes of a course or program are being met, but more importantly, it drives actual player learning itself. Why? Because player’s will determine, and modify, how and what they learn based upon how they are being evaluated. Development of player learning outcomes is the foundation to building courses and curricula. Player learning outcomes should be used to guide content development, the choice of instructional methodologies, and the selection of evaluation methods. Further, learning outcomes should be derived from the educational mission and goals of the program and institution, and they should be congruent with the activities and responsibilities undertaken in actual practice. Learning outcomes provide players with clear expectations of their performance (i.e., what they should be able to do or achieve) by the end of the learning experience. Learning outcomes should be developed at several levels, each of which is consistent with and reflective of the broader levels.
In Champlidar Assessment:
Using an outcomes-based curricular approach, the focus is on what players will be able to do rather than what coaches will do. Instructions are planned around player learning outcomes.
Player learning outcomes should be explicit and measurable. They should incorporate three components:
For each player learning outcome developed, specific criteria (e.g., expectations, descriptions, objectives) should be prepared for two purposes: to assist the player in achieving the outcomes, and to assist the instructor in evaluating player performance. (Note: some use the term “objectives” in a manner synonymous with learning outcomes; others use “objectives” to refer to the specific criteria that better define the expectations for learning outcomes.)
Criteria should be described clearly with each aspect of what the players need to know and do in order to achieve the outcome.
Criteria should be described in sufficient detail so that another instructor could use the criteria and arrive at the same conclusion about the player’s performance.
Criteria should be geared to the appropriate level of expertise for players as well as to the performance level needed to achieve that outcome in actual practice.
As the application also focused on parental development and assessment to give a cognitive approach to the skills, in the process to get better output and higher potential from the players, by channelization a constant motivation process from home.
As a whole, this application is a complete package where the colossal part has focused on players and parents with equal priority for better results.
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