TIGER P.R.I.D.

E
REFLECTION JOURNALS

UNIT 5: SKILL THEME
OVERVIEW:
The content for this week was on skilled theme: soccer to a class of 23 third
graders that took place outdoors on the grass area. On Tuesday the lesson, was learning
how to dribbling a soccer ball, which required 24 balls, 30 small cones, 6 medium cones,
numbered flashcards 1-6, and tape.
On Thursday the lesson, was, learning how to a soccer ball, which required 24 soccer
balls, 30 small cones, and 12 blindfolds.
STUDENT LEARNING OUTCOMES:
Psychomotor (P):
SWBAT perform dribbling with a soccer ball with control 8 out of 10 times. SWBAT
perform passing with a soccer ball to another student with control, 8 out of 10 times.
Cognitive (C):
SWBAT verbally recite the cues of the skills for dribbling a soccer ball with 85%
accuracy. SWBAT verbally recite the cues of the skills for passing a soccer ball with 85%
accuracy.
Affective (A):
SWBAT demonstrate teamwork and positive attitudes by displaying either: high fives,
encouragement, positive communication.
H-R Fitness (H):
SWBAT recognize the physiological responses to exercise and will be engaged in MVPA
for at least 50% of the lesson.
CREATING A QUALITY LEARNING ENVIRONMENT:
A)
1. Improving motor skill performance:
The lesson plans this week provided the students with the opportunity to
improve their skilled theme: dribbling and passing with a soccer ball. The

1

lesson plans gave the students the ability to practice all both skills with
another student in open general spacing.
2. Being appropriate for the experiential level of all students:
The lesson plans for the week were appropriate to 3rd grade. The activities
were simple in their approach and the skilled theme:soccer that was
presented to the students. These are the beginning skills of soccer.
3. Providing maximum practice time for all students:
The lesson plan provided the students with the opportunity to be in activity
for 50% of the lesson. On Tuesday, the students were required to dribbling
a soccer ball in general spacing for awareness of the soccer ball and then
through cones. Day, the students were required to pass the soccer ball to
another student.
4. Integrating learning domains:
Psychomotor: The students were effective in demonstrating their ability
to perform dribbling and passing of a soccer ball.
Cognitive: The students were able to recite the COTS for dribbling and
passing of a soccer ball.
Affective: The students facial expressions were all positively different
and their words of encouragement towards their peers were good, which
lead me to believe they enjoyed themselves very much on both days.
B)
Systematic Observations (no data received)
C)
Creating opportunities to practice at higher levels was unfortunately not offered as much
as it should have been. The students had a choice, based on their self reflection, whether
or not they wanted to increase or decrease their distance from their partner to either create
ease or more of a challenge while performing their passes. As for dribbling the students
were able to increase or decrease their speed while dribbling individually or through the
cones. If the students increased their distance or their speed, they had to validate their
abilities through the teachers assessment.
D)
As perviously stated, only a few opportunities were offered to practice at higher levels for
the students. Pre-planning should have been included before the beginning of the lesson
to allow the students more opportunities for success.
2

STRENGTHS AND WEAKNESSES IN PEDAGOGY SKILL SET:

My movement, as the teacher, began in front of the students on both days. The
perimeter I took was around the area the students were practicing their skills on both
days. On another note, there were specific COTS that were given for this weeks lesson:
[dribbling] Step next to Soccer Ball, Swing leg back & forth , Strike with laces, Follow
through then step. [passing] Step next to Soccer Ball, Turn foot outwards (inner
arch), Swing leg back & forth, Follow through then step.
I believe the instructions, based on the students reactions, were clearer on both
days. Many of the students didnt know how to properly perform these skills until this
day.
All the instructions were given to the students were in the same manner: visible
area (white board), clear ability to hear, and with a quick student- teacher demonstration
while they all sat down on Home Base.
Feedback given to the students, was either for those who performed the task
correctly or incorrectly. Those who participated in the task and did the skills according to
the COTS were instructed, were praised with positive feedback. Those who were not
performing the skills according to the COTS were re-informed of the COTS and asked
questions of how they believed they could improve their dribbling or passing.
At times, there were some students who were either doing the task correctly or
incorrectly who did slip my vision and missed my feedback.
The demonstrations on both days were provided with a visual aid and a visual/
verbal demonstration. To my amazement, the students understood the skills and excelled.
At the beginning of the lessons, the equipment was pre-arranged. At the end of the
lessons, the equipment was collected and placed back into their bags by the students and
the teacher.
Dealing with students who were disruptive came with a process: First warning
was verbal. Second warning was having the disruptive student sit out of the task for a
short period. The third warning was sending the disruptive student inside to the After
School Program. I managed to continue my enthusiasm after handling the disruptive
students to refocus the students attention back on the lesson rather than the student who
was being a distraction
One of the teaching skills I believed to have done well were managing my class
and not allowing those disruptive students to take control over the entire class. Another
teaching skill I believe I did well was communicating with the students and providing
3

constructive feedback. And lastly I believe adding in a visual aid helped them understand
the movement concept. Some aspects that could have been improved on were the preplanning on instructions, the clarity on demonstrations, and providing better adaptations
for students.
RECOMMENDATIONS FOR NEXT SESSION:
Some strategies I plan to improve on and implement for the next week are my
instructions, my demonstrations, and adaptations to students of high and lower skill
levels. Going into next week the students will be learning about a skilled theme:
Overhand throwing.

4