Week Seven Summary

Teacher: Richard Bergstrom

Date: 3/17/15 - 3/19-15
School: Cleveland Elementary
Grade: 4th
Number of students: 20
Unit 7: Skill Themes
Lesson focus: Badminton
Previous learned skills: badminton forehand and backhand swing
Facilities: Outside (blacktop) basketball court
Required equipment: 20 badminton racquets, 20 birdies, and 10 cones
Overview:
This weeks lesson focused on badminton which was predominately difficult for all
students in the class. Even the more higher skilled students struggle with the forehand
swing or serve. All the students wanted to do was hit the birdie as hard as they could,
but majority of time time they would swing and miss. I think that the students still had
fun this week because it was a sport that they have never played. I think that if the
students could have been more successful if they did not try to swing so hard to hit the
birdie; start the swing small and easy and not worry about how far the birdie goes.
Systematic Observation: System for Observing Fitness Instruction Time
This lesson plan did not meet the 50% MVPA, the final time spent in MVPA was
6min and 30 seconds. I think this was due to being a new and hard sport for the
students to participate in, this focused more on hand/eye coordination which most of the
students lacked. Where Richard lost most of his MVPA time was during his tasks. Some
of the tasks were not very fluid, and students spent more time cleaning up rather than
the activity. To help account for more MVPA time, Richard could have also made the
clean up part of the activity. For example, The team that cleans up their birdies the

fastest wins! He could of also reorganized his activities for clean your room, with
birdies instead; the side with less birdies on it wins.
Systematic Observation: Idiosyncrasies
Richards most used Idiosyncrasies were okay (14), alright (13), and Yep/
yeah (16). He mainly says okay and alright when he give instructions, and responds
to students with the first word being yep/yeah. I know that is hard to control the words
that he says, and harder when it is in front of a bunch of students, so before he speaks I
think it is good to take his time to ensure that we dont keep saying the same words over
and over. I dont think that its particularly a bad thing to respond to a student with yep/
yeah first, but I guess he could do without the yep/yeah and respond according per
student question or situation.