BrydiePye

Fall2015
Tiger Pride Reflection Week 3
Overview
On Wednesday September 30th I taught 20 second graders Physical Education at
Cleveland Elementary. The lesson focus was underhand throwing. The equipment needed
was 4 hula hoops, 30 bean bags, 20 soft balls, 8 cones. They were playing on the
blacktop. The previously learned skills were galloping, skipping, team work, and
underhand throwing.
Student learning outcomes:
Psychomotor (P): SWBAT underhand throw an object using the correct cues of the skill,
either aiming to get the object in an area or to a person.
Cognitive (C): SWBAT remember the COTS of underhand throwing from the previous
lesson and recite the COTS throughout the lesson.
H-R Fitness (H): SWBAT recognize the fun, enjoyment and challenges physical
education involves. If an activity is too easy for a student then they can increase the
distance to make it more challenging.

I think half of the class successfully completed the psychomotor learning outcome. I saw
some students do the skill of underhand throwing correctly but some were doing the
COTS incorrectly. As only half of the class were able to do the skill, even less were able
to recite the COTS throughout the lesson. Therefore only a few students successfully met
the cognitive learning outcome. I think the students enjoyed the instant activity, which
was full of running, so I think they met the first part of the health-related fitness learning
outcome. In the stations for underhand throwing students did move further away from the
object or person to make the activity more difficult. So I think they met both parts of the
health-related learning outcome. If I could change anything about my lesson I would try
having a bright colored sign at each station labelling the COTS and having pictures for
each cue/step for the skill. I think this would have definitely helped with the students
achieving their cognitive learning outcome, which would in result help with them
achieving their psychomotor learning outcome.
Creating a Quality Learning Environment
I successfully addressed 3 out of 4 of the 4 criteria of a learning experience. To allow the
students to develop their motor skills I got them to do underhand throwing which has
several motor skills within the skill. They have to move different parts of their body in a
sequence. I didnt successfully address the criteria of providing maximum practice time
for the students to do the skill because I took too long choosing the groups for each
station. The students then didnt get a chance to go to every station because we ran out of
time. I met the third criteria of having the learning environment developmentally
appropriate for the students. The skill of underhand throwing wasnt too difficult for the
students. Some of them just wanted to throw overhand because it was easier for them
since theyre more familiar with it. But others were more able to do the skill if I stood
next to them and explained it more. The lesson included the potential for students to
improve their cognitive and affective skills. To improve their affective skills I put them in
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groups so they had to work together. Then, to improve their cognitive skills I got them to
think about the COTS. They had to make sure their non-throwing foot was infront while
their throwing foot was behind, and their arm swung backwards before they brought it
forward. I gave the students to chance to do this but some didnt choose to do it. Another
chance I gave the students to improve their cognitive skills was by setting up cones like at
the pins are set up at a ten-pin bowling lane. The students had to think about how they
could throw the ball and get as many cones knocked over as possible. The criteria I need
to work on is giving the students maximum participation time. In order to do this I need
to make sure I stick to my lesson plan with how long each section should be.
My students were in activity for 660 seconds, which was 44% of the lesson time. They
were in instruction for 195 seconds which was 13% of the lesson time. The students were
in management time for 645 seconds which was 43% if the lesson time. To decrease the
amount of time spent in management I need to be stricter and more authoritative with the
students so that they get on with the task quicker, and then I dont have to spend so much
time in management. This joins in with increasing the activity time. To decrease the
amount of instruction time I need to be more direct and to the point with my instructions
which will help shorten the time.
Yes my students all got the chance to practice at a high level. It depended on how much
effort they put in to at each station for the difficulty level. They could increase the
distance between them and the object or person for three of the stations. The station that
included clapping while throwing the ball up had the chance for students to practice at a
high level if they threw the ball up at a decent height and clapped as many times as they
could. To improve the students practice opportunities I could get the students to move
closer to the object or the person theyre throwing the ball to. I could also make the object
bigger that theyre trying to hit.
Yes I gave the students a chance to progress/develop their skills. I got them to go to
different stations that all included underhand throwing, but different aspects of it. Even
though they didnt get through all the stations they got a chance to try more than one
activity. I also told them they could step further back from the object or person to
increase the distance. This would help develop their skills because throwing to someone
far away makes you want to use any technique that you are strongest at, but because the
students had to use the proper COTS that I taught them they had to keep with them even
if the distance was far.
Strengths and Weaknesses in Pedagogical skill set
During the instant activity I moved around the outside of the square and gave feedback
and encouragement while observing the students play sharks and minnows.
During the main activity I moved around the inside and outside of the square while
observing
the
students.
Yes I did provide COTS before the students started the main activity and as I went around
to each station I reminded the students what the COTS were if they werent already doing

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Fall2015
them. If they had no idea what I meant then I would tell them how to fix what they were
doing.
My instructions for the instant activity were quick but they werent clear. They were in
front of the whole class. I asked the class if they knew how to play Sharks and Minnows
and most of them said yes, but then when they started playing the game they didnt try
run to the other side of the court. They ran around the square area. My instructions were
very brief for the main activity because I wanted the students to start doing the activity,
but I managed to include the important parts of the activity. After I sent the students to
each station I did have to explain again to most of them what the activity included.
I provided 6 main feedback comments. Half of the comments were skill development
comments to individuals, a couple of comments were about students behavior and a
couple of comments were encouraging the students. The checking for understanding and
the behavior feedback were questions but the other feedback was statements. I did give a
lot of feedback to individuals and groups and less towards the whole class.
Yes I provided a demonstration for the instant activity. I did the demonstration of what
you do when youre tagged act like a seaweed.
Yes I provided a demonstration for underhand throwing, but I didnt use the ball. I didnt
use the whole-part-whole method. The students were all able to hear and see me when I
did the demonstration. Some of the students were able to reproduce the skill following
my demonstration. I didnt use students to assist me. I didnt do demonstrations of each
station because I didnt have enough time. If Id had time then I think doing a
demonstration for each station would have been very helpful for the students.
I had the equipment set up at each station before the lesson so I didnt need to disperse
and collect the equipment. To manage disruptive students I would threaten to send them
to the cafeteria.
I think my teaching showed enthusiasm as I talked to the students a lot and tried to get
them to do the skill well. I think I could show more enthusiasm though. This could be by
being louder and more animated.
Three teaching skills I think I did well in were my teacher movement around the
activities, my feedback to students, and having the equipment ready at each station so I
didnt have to interrupt my lesson to hand out equipment. Three teaching skills I would
like to work on are decreasing my management time, having clearer instructions, and
being more authoritative and demanding respect from the students.
Recommendations for next session
To decrease my management time I could have pre-planned the groups so all I need to do
is read off a piece of paper, or I could let the students choose the groups themselves. I
think it would be too difficult to number the students and then tell them to go to the
groups with their number because I think they would forget their number. To have clearer

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instructions I think I just need to use more specific words so the students understand what
I mean and can remember it more easily.
Next week I think I should focus more on the students catching. When they were at the
station that focused on throwing back and forth to a partner the students lacked catching
ability. The SLOs should be:
Psychomotor: SWBAT throw and catch different types of physical education balls using
the simple COTS for catching.
Cognitive: SWBAT repeat the COTS for catching to me when asked.
Heath-related fitness: SWBAT realize the importance of being capable of doing many
skills, whether it be for a serious game or for leisure.
Strategies I could use to achieve them is to provide visual reminders around the blacktop
of the COTS so the students are constantly reminded of them. I will also get the students
to do the demonstration with me so I can tell if theyre able to do it properly with guided
instructions.