DIFFERENT HAND SIGNALS IN TABLE TENNIS

Umpire Hand Signal - Let:
Right arm extended strait up over the head with an open palm facing forward and calling “LET” in an audible voice concurrent with the hand signal to stop play. The upward arm motion should be deliberate and clear enough for spectators behind the umpire to see the signal.
Umpire Hand Signal - Net:
Right arm extended forward toward the net with index finger pointing to the net - calling “NET” in an audible voice concurrent with the hand signal to stop play. The arm motion should be deliberate and clear enough for spectators to see the signal.
Umpire Hand Signal – Edge:
Corresponding arm extended forward toward the side or end of the table with index finger pointing to the edge where the ball contacted table - calling “EDGE” in an audible voice concurrent with the hand signal. The arm motion should be deliberate and clear enough for spectators to see the signal.
Umpire Hand Signal – next server with calling player’s name:
Corresponding arm extended toward the serving player with an open palm, fingers together pointing toward the player - calling “the player’s last name” in an audible voice concurrent with the hand signal. The arm motion should be deliberate and clear enough for spectators to see the signal.
Umpire Hand Signal – next server w/out calling player’s name:
Corresponding arm extended toward the serving player with an open palm, fingers together pointing toward the player. The arm motion should be deliberate and clear enough for spectators to see the signal.

Learning Styles Modality | Descriptors | Learn Best Through the Use of ... | Visual Learners (input) | * Learn by observation * Can recall what they have seen * Can follow written or drawn instructions * Like to read * Use written notes * Benefit by visualizing, watching TV/video/films | * Charts, graphs, diagrams, and flow charts * Sight words * Flashcards * Visual similarities and differences * Pictures and graphics * Maps * Silent reading * Written instructions * Computer assisted learning | Auditory Learners (input)
Verbal-Linguistic Intelligence | * Prefer listening and taking notes * Listen for patterns * Consult peers to ascertain that they have the correct details * Can recall what they have heard * Can follow oral directions * Repeat words aloud for memorizartion * Use oral language effectively | * Discussion, dialog, debate * Memorization * Phonics * Oral reading * Hearing anecdotes or stories * Listening to tapes or CDs * Cooperartive learning groups | Kinesthetic Learners (input) | * Are often physically adept * Learn through experience and physical activity * Benefit from demonstration * Learn from teaching others what they know | * Playing games * Role playing * Read body language/gestures * Mime * Drama * Learn or memorize while moving (pacing, stationary bike, finger or whole body games) | Tactile Learners (input) | * Learn by touching and manipulating objects * Often learn inductively rather than deductively * Tend toward pscychomotor over abstract thinking * Prefer personal connections to topics * Follow directions they have written themselves / that they have rehearsed * Benefit from demonstrations | * Learning by doing * "Hands-on" * Creating maps * Building models * Art projects * Using manipulatives * Drawing, designing things * Writing / tracing | Active | * Can be impulsive * Risk-takers * Do not prefer lectures * Prefer group work * Tend to be interpersonal * Not inclined to too much note-taking | * Prefer "doing, discussin, explaining" vs listening and watching * Prefer active experimentation * Like acting and role playing * Like team competition | Reflective | * Prefer to think about concepts quietly before any action * Learn by thinking * Like writing * Tend to be intrapersonal and introspective | * Tend toward deductive learning * Prefer reflective observation * Intrapersonal skills valued * Journals * Learning logs | Global Understanding | * Make decisions based on intuition * Spontaneous and creative; "idea" person * Often a risk-taker * Tend to reach conclusions quickly * Intake information in large chunks rather than details * Nonlinear thinkers * "See the forest before they see the trees." | * Interpersonal connection important to them * Stories and anecdotes * Seeing the "whole" rather than in parts * Highly interesting project and materials * Functional games and activities * Think-pair-share; Praise-question-polish * Teacher feedback; person-to-person communication | Analytical Understanding | * Sequential, linear learners * Prefer information in small chumks, steps * Can follow the rules for mathematic equations * Prefer a logical progression * "See the trees before they see the forest." | * Intrapersonal skills valued * Journals * Learning logs * Sequentially organized material, timelines, diagrams * Moving from "part" to the "whole" * Puzzles, logic games |