Week 5 Reflection

For my 5th week of Tiger PRIDE (10/27/14 and 10/29/14) I taught my 22 4th graders at Cleveland
Elementary how to underhand and overhand throw and catch as well as how to perform a baseball and
softball pitch. Previously learned skills consist of spatial awareness, personal space, general space, highmed-low levels, and soccer skills. The activity took place on the blacktop at Cleveland Elementary and
required 11 yarn balls and 22 poly spots or cones.
On Monday, October 27, 2014 I focused on underhand passing and catching and a softball pitch.
The student learning outcomes for this lesson for the psychomotor domain was for students to be able
to perform safe underhand passes by correctly executing the cues of the skill, tic, step, toc. Students
will also be able to receive these passes by utilizing the correct catching cues of having pinky fingers
together facing the ground, having eyes on the ball, and absorbing the pass by closing hands after
making contact with the ball. Students will also be able to perform a softball pitch using the correct
cues. For the cognitive domain, students will be able to discuss the strategies they implemented as
individuals to make a pass to cover the distance required to reach the intended target. Students will be
able to explain the importance of executing each cue of the skill. For the affective domain, students will
be expressing positive attitudes while using spatial awareness concepts for safety. Effective traits for
expressing positive attitudes include smiling, high-fives, engaging in positive dialogue, encouraging
others, and giving positive feedback to peers. As for health-related fitness, students will be able to
recognize the physiological responses to exercise and be in MVPA for at least 50% of the lesson time.
For Wednesday, students will be focusing on overhand throwing and catching, and a baseball
pitch. For the psychomotor domain, students will be able to perform the cues of the skill for overhand
throwing and catching as well as a baseball pitch. The cues for overhand throwing are hold the ball
above and behind the head towards the throwing side (arms showing muscles), step with opposite foot,
forward whipping action, and follow through. The cues for overhand catching are thumbs together,
fingers to the sky, eyes on the ball, absorb the ball and close hands upon making contact with the ball.
And the cues of the skill for a baseball pitch are muscles, point with opposite shoulder, opposite knee
up, take step forward with the leg thats up, forward whipping action with follow through. For the
cognitive domain, students will be able to discuss strategies to cover the distance for an overhand throw
to an intended target. Students will be able to explain the cues of the skill and the importance of each
step. For the affective domain, students will exhibit positive attitudes to promote a positive learning
environment. Students will show traits such as smiling, giving high-fives, using positive dialogue, and
encouraging their classmates. For the health-related domain, students will be able to recognize the
physiological effects associated with exercising and engage in 50% MVPA.
I believe that I achieved my student learning outcomes for week 5. For Monday, my students
reached 12 minutes of MVPA. Although this wasnt 50% at 15 minutes of MVPA, this was an
achievement as it was the most activity thus far for my class in Tiger PRIDE. According to my time
analysis, the activity time was at 10.25 minutes, instruction time was 4 minutes, and management time
was 15.25 minutes. All three of those numbers are quite astounding given how my class went last week
with over 20 minutes of management and barely 2 minutes of activity. I consider these numbers
milestones in my Tiger PRIDE teaching career. I would not change anything in my teaching episodes for if
I did, I would not know my results. I am utterly satisfied with the results from Mondays teaching
session. As for Wednesday, my data wasnt as impressive but I still consider them small wins as it was a

massive improvement from prior weeks. On Wednesday activity time was 8 minutes, instruction time
was 2.25 minutes and management time was 18 minutes. My instruction time was decreased and I still
managed to get 8 minutes of activity meaning that if I decrease management time, my activity can
potentially increase exponentially. MVPA for Wednesday was 11 minutes and 50 seconds which didnt
deviate too much from Mondays. I will take this weeks success and hopefully carry it over into week 6.
I believe that I did successfully address the 4 criteria of a learning experience as I provided age
appropriate experiential content and gave my students maximum practice opportunities to improve
their motor skills. If I were to work on one dimension, it would be increasing practice opportunities to
reach 15 minutes of activity as opposed to the 8 and 12 minutes listed above. All of my students
received the opportunity to practice at a high level and this was made possible through my efforts to
decrease management time and keep my instructions clear and concise. To further improve this, I shall
continue to decrease management time by being efficient with my time and not allow students the
opportunities to get off-task and engage in horse-play. Students were offered the change to develop
their skills because they were given optimal practice trials. To improve this, I must continue to provide
constructive developmental feedback.
During my teaching episodes, I moved between the pairs of partners and around the entire
class. Moving between partners gave me the opportunity to provide small group and individual feedback
to correct the students on their skill development and walking around the entire class allowed me the
chance to assess the activity of my class as a whole. I provided the cues of the skill for throwing,
catching, and pitching for both days and I used a student in my demonstrations. The cues were
explained before, during, and after the demonstrations. When providing constructive feedback to
individuals during practice activity time, the cues were reinforced as I repeated them verbally to the
class. My instructions were quick and clear as they remained under 6.25 minutes for both days
combined. The instructions were given with all of the students in front of me so that they could see the
demonstrations clearly and ask any questions for clarification afterwards. During activity time, I was able
to utilize my teacher movement and provide feedback to all of my students. For students who excelled
at performing the skills, I commended them by giving them a shout-out and positive feedback. And for
other students, I provided constructive developmental feedback to further improve on their skills. For
this lesson, dispersing equipment was very easy as I laid out cones for each pairing of partners and only
had to hand out a ball to each group (11). And as always, collecting equipment was very simple as my
students are always eager to collect equipment at the end of each lesson.
Three teaching skills that I did well was my effective use of words as my idiosyncrasies were kept
to a minimum, efficiency on instruction time, and getting my students into activity quickly. Three skills
that I would like to work on in the upcoming week are to continue to decrease management time by
employing behavior management strategies, providing positive feedback for good behavior, and
increase my level of enthusiasm to help carry over the success from this week. In order to improve on
my weaknesses, I must be conscious of them. I must be efficient with time, try to keep students active as
much as possible, and be very energetic to encourage them to participate. I will progress into volleyball
skills for next week.