Kristin Threw

Dr. Wyant
Tiger Pride
SO Final Report
Overview:
Over the course of eight weeks Brydie Pye created multiple physical education lessons
for a group of second graders involving teamwork, underhand/ overhand throwing, dribbling
and shooting a basketball, and kicking and stopping a soccer ball. Throughout the eight weeks
Brydie was evaluated on different aspects of teaching such as MVPA, how time was spent
during the lesson, and demonstrations. These systematic observations shown below describe
some of the data collected across the semester.
Systematic Observation1:

SOFIT
1200
1000
800
MVPA Seconds
600
400
200
0
42270

42284

42298

42310

42326

The first systematic observation that was used throughout the semester was the System
for Observing Fitness Instruction (SOFIT), which tracks three students at random choosing to
see if they are participating in moderate to vigorous physical activity during the lesson
(MVPA). Throughout the duration of the semester Brydie seemed to have stayed pretty
consistent with how many seconds of MVPA she was receiving from the students which is
good, but it would have been better to see more improvement. At the very end she was able to
reach a high number of MVPA which is what we want to see, and this was because Brydie
was able to figure out which activities the students enjoyed partaking in the most, meaning
they would participate more during the lesson. Despite the numbers being kind of low
throughout the semester, I believe Brydie tried her hardest to get the students involved and
have a high MVPA, but they were difficult to work with at times. There is definitely some
room for improvement when it comes to getting all the students involved in the activities
during the lessons. In the future Brydie could find activities that will keep the majority of the
students engaged because not all of them are going to like the same sports but it seemed like

most of them enjoyed playing actual sports like basketball and soccer, versus things like
underhand throwing. The SOFIT is an important aspect of physical education because it aims
to have a high MVPA, and high MVPA will mean more success and participation.
Systematic Observation 2:

Time Analysis
100%
90%
80%
70%

activity

60%

management

50%

instruction

40%
30%
20%
10%
0%
week 2

week 5

week 7

The second systematic observation that I complete over the course of the semester was
time analysis which kept track of how many seconds during the lesson were spent either
giving instruction, dealing with management issues, or the students actually being engaged in
the activity. Over the course of the eight weeks it is clear to see that the students were mainly
engaged in activity for the durations of the lessons, but management is close behind. In the
beginning of the semester the amount of time spent giving management and being involved in
activity were really close but at the very end, they were not close whatsoever. This means that
towards the end it was easier for Brydie to get the kids to be engaged in the activity and did
not have to deal with behavior issues as much as she was in the beginning. The amount of
instruction time stayed pretty consistent over the course of the eight weeks, which is good
because I feel like Brydie allotted enough time for instructions as she wouldnt spend five
minutes giving instructions but she would make sure she explained the activities in a clear and
precise manner. This allow the kids to understand what they are supposed to be doing, but
also have more time to practice the activity that is being given that day. In the future Brydie
could try to limit the amount of time she spends giving management directions by being more
assertive with the kids and setting boundaries on the very first day and sticking to them. To
spend more time doing the activities, Brydie could try to pick activities that they she knows
the kids will enjoy and want to participate in because at times I think the students would get a
little bored and start to become sidetracked with the objects around them. Having high activity
and low management is important for the students learning and allowing them to have more
practice time with the activities being given.
Systematic Observation 3:

Demonstrations

teacher
student

The third systematic observation created over this semester was the teacher/ student
demonstrations which track whether Brydie did the demonstrations or if a student did it. It
also lists what cues were used and whether there was a visual demo and if the speed of the
demonstration was correct. The last things it tracks is if the students are able to see and hear it
clearly, and whether equipment is used in the demo and how it is done; whole- part- whole, or
corrective demo. Over the eight weeks whenever there was a demonstration it was mainly
done by the teacher being Brydie as we can see on this pie chart. Out of the five
demonstrations I had to record, there was only one student demonstration, which was when
they were doing basketball shooting. On that day Brydie did a demonstration then had one of
the students demonstrate the proper way to shoot a basketball as well. All the cues that Brydie
used in her demonstrations where age appropriate and she always made sure the students
could see and hear her clearly. Brydie rarely used the equipment when she would do
demonstrations, except for a couple times but mainly she would show the students the
motions without using the equipment. In the future I think that Brydie should do more student
demonstrations because if the students see one of their peers performing the skill, then they
might feel more comfortable knowing that they can be able to do it as well. I think it was
good that Brydie did not use the equipment often in her demonstrations because our kids
would get distracted very easily and this way the only aspect they had to focus on was
watching Brydie perform the skill with proper form. Doing more corrective demos would be
beneficial as well because it is a good way to check for understanding from the students
because they can tell you what you did wrong in the demonstration. Demonstrations are a
very important part of physical education because not all students are going to know how to
do certain skills so this way they will completely understand what they are supposed to be
doing.