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Week 2
January 15th & 17th, 2008
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Rebound Sports Therapy Centre (Surtees Gym)
10 hours per week
Must be on OSAP
Flexible with your schedule
Opportunity to develop into Community
Leadership Placement or a job for next year!
There are also volunteer opportunities!!!
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An act or means of conveying information
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Modes of communication – verbal & non-verbal
Types of information – cognitive & affective
Levels of information – extrapersonal, interpersonal,
intrapersonal
One-way versus two-way communication
Why is two-way more effective?
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Receiving a message
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Sending a message
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Listening skills
Non-verbal messages
Verbal communication
Giving feedback
Barriers to communication
Message
Sender
Medium
Receiver
Feedback
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“Communication is not something that
people do to one another but a
process in which they create a
relationship by interacting with each
other.”
(Adler & Towne, 1987)
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1.
2.
3.
4.
5.
I am a good listener when my friends
have problems.
I prefer to be seen and not heard.
I often ridicule others when I am talking.
I often ask “WHY?”
I never interrupt another person when
he/she is talking.
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6. I am encouraging and supportive when
talking to others.
7. I keep eye-to-eye contact when a person
is speaking.
8. I frequently attack people’s ideas without
apparent reason.
9. I talk too much when in a group.
10.I tell people when they have made a good
point or have an interesting idea.
11.I admit errors when they exist and I can
support the other person’s better idea.
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“I know you believe you
understand what you think I
said, but I am not sure you
realize what you heard is not
what I meant.”
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What are you talking about?
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Pair up and sit back to back
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When I say go, discuss a topic for several
minutes
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Then, sit face to face and continue the
conversation
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1.
How does this experience compare to a phone
conversation?
2.
What are the advantages to face to face
conversation?
3.
What are the disadvantages?
4.
Hand in your work with all names on the same
sheet.
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Body language, gestures, posture, appearance,
dress, eye contact, personal space, tone of
voice, touch, etc.
How does a person receive a message?
7% verbal
38% tone of voice
55% body and facial expressions
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How do the following affect the message?
Tattoos
 Piercings
 Clothing
 Hair style
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Are these considerations for you as a sport
leader? As a teacher? As a coach?
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Emphasize what you are saying
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Confuse what you are saying
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Give opposite meaning to what you say
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Smiles slightly
Suddenly opens eyes wide
Yawns during conversation
Shrugs shoulders
Sits rigidly and upright in chair
Folds arms tightly over chest
Starts to turn pale
Wrings hands
Fiddles
Slouches
Speaks hesitantly
Say the expression “AH” as it would be said by:
a)
b)
c)
d)
An audience seeing a puppy
A girl picking up a big worm
A student who hears a test is cancelled
A carpenter smashing his thumb
a)
b)
c)
d)
Count Dracula
An angry little boy
A man on the street
A whining little girl
1.
2.
3.
I’ve had a wonderful time
That was a really easy test
I sure learned a lot in that class
......but how you say it
“I” messages versus “YOU” messages
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I messages are constructive messages to be
used in a situation when one person needs to
let the other know he/she is being affected by
the other’s behaviour
An “I “ message clearly defines the need of the
sender and the behaviour of the other (It deals
with the behaviour, not the person)
It goes on to describe the effect of the
behaviour
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“You “ messages are more common, and more
destructive to relationships. They always
address the person rather than the behaviour of
the person.
Even when they are meant to be
complimentary, they can be difficult to accept
Give examples of “YOU” messages, and an
alternative “I” message
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Intimate Distance: Contact – 18 inches
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Personal Distance: 1.5 - 4 feet
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Social Distance: 4 – 12 feet
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Public Distance: 12 – 25+ feet
What cultural differences exist with respect to our
use of space?
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How would you feel and what would you do
in each of the following situations?
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In what ways do you use touch on a
daily basis?
What feelings do you express through
touch?
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Listening – the forgotten skill!!!
Over 70% of our waking hours are spent
communicating:
Talking 35%
 Reading 16%
 Writing 9%
 Listening 40%
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Statistics show that only 25% of us are effective
listeners! This is our least competent area of
communication!
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The BIG DAY!
Active Listening
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Observe and be aware of your communication
with others over the next two days
Pay particular attention to:
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Body language
Tone of voice
Listening skills
Feedback
Be prepared to demonstrate some of these
skills on Thursday!
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An active process during which the mind
interacts with both the speaker and the
incoming information (McCarthy, 1991).
Mental activities for active listening:
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Clear your mind
Listen to non-verbal communication
Mentally outline the message
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Physical activities for active listening:
Environment
 Full attention (body and mind)
 Signal support
 Empathize with speaker (listen with HEART)
 Paraphrase the speaker (one of the KEYS to active
listening)
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You are feeling...
I see. You are saying...
You are really
From what I’m hearing it seems you feel...
Let me see if I am understanding correctly...
So you are saying...
It sounds as if you are feeling...
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Groups of 3
Possible Topics of conversation:
Why I chose PHE at Nipissing
 The advantages and disadvantages of residence
 Dealing with alcohol/drug abuse on campus
 Trista’s Core Strength class
 Other
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Listening with your ears, eyes, and HEART
Listening with the intent to understand the
person both intellectually and emotionally
Listen for FEELING
Listen for BEHAVIOUR
Try this....
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Giving and receiving feedback plays a key role
in communication.
Feedback is a way of seeing the impact on
another of what you say and do.
Feedback on your behaviour, on how you come
across, can help you consider some alternative
ways of behaving.
If not given constructively, it can encourage
defensiveness, or simply be destructive.
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Asked for rather than imposed
Well timed – immediate vs. Waiting
Not accumulated
Checked for understanding
Checked for validity
Intended to be helpful
Specific rather than general
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Leaves recipient free to choose whether to
accept or reject it
Describes recipient’s behaviour and it’s impact
on others, free of judgements about the person
Given in a climate of trust
Negative is preceded by positive
Focuses on things that can change
Received non-defensively
Recipient has a chance to express thoughts and
feelings about feedback
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Distractions – external or internal
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Feelings – emotions
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Preconceptions – stereotype
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Language – slang, clichés, jargon, etc.
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Style – volume, rambling, etc.
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Rank - patronizing
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Insults
Personal hostilities & needs
Defensiveness
Criticism
Premature diagnosis of people
Moralizing
Logical argument
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Complete the Gender Communication
Quotient
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Discover your score
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Complete the question on the back and submit.
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Please read the INTRODUCTION in your
textbook (pg. xiii-xxvi)
Answer #1 under INTERACT, and bring that
with you to class:
1. In your experience as a volunteer or a paid worker,
have you found any conflict between volunteers and
paid staff? Discuss the reasons and solutions for such
conflicts.