Richard

Bergstrom
Tiger PRIDE Week 3 Reflection

1) Overview
For week 3 (2/24 and 2/26), the lesson focus was football. This lesson was made for
twenty 4th grade students. Previously the students learned football throwing,
catching, handoffs, punting, placekicking, and routes. The setting for this lesson was
the outside blacktop on the basketball court. Equipment for 2/24 were the
following: 20 polyspots and 3 footballs. Equipment for 2/26 were the following: 10
cones, 3 foam balls, 1 penny/student, and 3 footballs.

2) Student Learning Outcomes
a) 2/24 SLOs:
Psychomotor (P): SWBAT placekick a football successfully according to the cues at
least 7 out of 10 times.
Cognitive (C): SWBAT understand the cues of placekicking a football and be able to
recite the cues.
Affective (A): SWBAT encourage and show positive behavior towards other students
throughout the lesson plan.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.


2/26 SLOs:
Psychomotor (P): SWBAT throw, catch, and punt a football as well as utilize
offensive and defensive strategies during gameplay.
Cognitive (C): SWBAT understand and use football game tactics and strategies on
both the offensive and defensive side.
Affective (A): SWBAT play fairly, respect others, follow rules, and show positive
behavior and sportsmanship towards teammates and opponents during gameplay.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.

b) I met most of my objectives. All students met my psychomotor objectives for the
week. They were competent in the skills and some were even really high skilled. In
terms of cognitive, most of the students were able to recite cues for the skills.
However, when it came to gameplay, most students never played football and didnt
understand the rules so I had to explain the rules, objectives, and the purpose of
offensive and defensive players. All but a few students contributed to a positive
learning environment. Those that didnt either misbehaved or didnt want to
participate at all.

c) The day I taught placekicking, I spent a lot of time on the instant activity (almost
half the lesson) that there wasnt sufficient time to work on placekicking. Students
were able to kick the football with ease but some didnt get the footwork correct. I
should have spent more time practicing the footwork (3 steps back, 2 steps to non-
dominant side) to ensure students are getting the technique correct. Without this
part of the skill, students would have trouble attaining the momentum to kick the

ball high and far. When I tried teaching them the gameplay, most of them didnt
know what to do on offense and defense. I had to teach them while they were
playing. In the end, it turned out better than I thought. Still, I couldve wasted less
time teaching during the gameplay. Then again, at their age it would be difficult to
explain things without showing them. I would explain and demonstrate a scenario in
gameplay, for example the first possession in a play or how to two hand touch an
opponent.

3) Creating a Quality Learning Environment
a) 4 criteria of a learning experience:
1. Improve motor skill performance Over the 2 week football unit, students
improved their skill level. I saw lower skilled students turn into highly skilled
students. This was the 2nd week and students learned placekicking and
defensive strategies. Although they didnt spend a lot of time practicing
placekicking, the students seemed to catch on right away. Their foot
placement was the only concern but that was fixable. When it came to
gameplay, students improved their knowledge of the game, and therefore
were able to participate and take an active role. They played defense a lot
better, covering the offensive players and even intercepting the ball.
Offensive players moved around more to get open.
2. Being appropriate for the experiential level of all students Football skills
were appropriate for this age group. We taught catching, throwing, handoffs,
punting, placekicking, and routes. All students were competent and able to
perform each of the skills. Few had trouble performing the skill but after
correction and practice, they performed the skill correctly.
3. Providing maximum practice time for all students Normally I would allow
maximum practice time for a skill but since my instant activity took a long
time on Tuesday, I wasnt able to give students maximum practice for
placekicking.
4. Integrating all 3 learning domains when possible Psychomotor and
cognitive domains are always integrated into the lesson. This weeks
psychomotor goals were related to students being able to perform a skill
during non-gameplay and gameplay modes. Cognitively, students must be
able to recite the cues of the skills and also know rules and
offensive/defensive strategies. I apply affective objectives when there are
partner or team activities (every lesson theres partner activities). Team
building and cooperative learning are crucial to the success of a partner or
team activity.
b) On 2/26, students were engaged in activity, instruction, and management for 6
minutes and 45 seconds, 11 minutes, and 12 minutes and 15 seconds respectively.
To improve this ratio, I need to do a better job at getting the students attention. Too
many times I have to quiet the students down and get their attention. When I talk,
sometimes the students talk and I have to repeat myself. Theres nothing that wastes
more time than those situations. To get their complete attention, I can clap and have
them repeat after me. If a student is being disruptive, I can call out a student who is
being respectful and use that student as an example of good behavior. I can also sit

the disruptive student to eliminate the distractor, therefore decreasing management

and instruction.

c) On 2/24, students didnt have a lot of practice time with placekicking but when
they did practiced, they had a lot of repetitions because I had them get into 3 lines
(each with 5-6 students). It was a productive session. After one student kicks,
another student standing several feet out will retrieve the ball and the kicker
becomes the receiver. I could have had more lines to get even more repetitions. On
2/26, students were in gameplay for over 20 minutes so they had ample time to
participate in gameplay. I taught the rules as they played to learn from their
mistakes.

d) I did offer a chance for students to progress their skills. On 2/24, the placekicking
activity started off with the students doing the motion before kicking. Then I had
them practice with the ball. After sufficient practice time, I challenged them to kick
as far as they could and stand where their ball landed. On 2/26, gameplay took place
and the students learned the rules and strategies of gameplay as I was teaching
them. Before gameplay, I reviewed the skills of football to ensure students knew
how to perform each skill. Each possession there was a different quarterback so
everyone had a chance to throw.

4) Strengths & Weaknesses in Pedagogical Skill Set
a) According to teacher movement systematic observation (SO) form, I moved
around a lot but it was within the activity and not around the perimeter. This
doesnt allow me to view the whole class but does allow me to view several students
closely. I move within the activity space to make sure students are performing the
skills correctly and are cooperating with peers.

b) On 2/24, I did explain COTS for placekicking: 1) Take 3 steps back, 2 steps to your
non-dominant side, 2) approach ball, 3) swing, 4) strike with laces. I reinforced
these cues as the students were practicing. On 2/26, I reviewed the football skills
and their COTS before gameplay.

c) Instructions were quick and clear on 2/24. I had students sit on the baseline of
the basketball court after the instant activity. I explained what were doing next and
how to do it. I provided the demonstration and then asked for a student to
demonstrate it. Students understood the skill right away. For gameplay on 2/26, I
explained the rules and let the students play. I monitored the activity and played the
referee and coach to make sure students were following the rules and playing fairly.

d) I provided a lot of feedback on both instructional days. During the placekicking
activity on 2/24, there was a group of girls and one boy who were a bit slower paced
than the other 2 groups. I believed it was due to their lack of skill/knowledge of the
skill itself. I provided corrective feedback and watched them perform the skill. They
improved and were more accurate with their target. On 2/26, I provided feedback

during gameplay. Students responded to my feedback by playing a more active role

because they werent sure what to do on offense and defense.

e) When I demonstrated placekicking, the students were able to see and hear the
demonstration clearly. I used a student to demonstrate and that student was able to
reproduce the skill. I didnt use the whole-part-whole method and I think that could
have improved my demonstration. I didnt think of doing it and I didnt have time.
Also I could have emphasized each step. I say this because I rushed into the activity
and students knew to kick the ball but they didnt all perform the skill according to
the cues.

f) I set up the equipment before the activity so I wouldnt have to do it in the middle
of the lesson. I forgot to get students to help me clean up the equipment at the very
end.

g) I gave strikes to disruptive students. Only one was given and it was to a student
who wasnt cooperating with peers during gameplay on 2/26.

h) It didnt show a lot of enthusiasm but I did try to make it interesting and
enjoyable so the students participate. I demonstrated the skills as well to increase
interest and motivation.

5) Recommendations for next session
a) To improve the weaknesses in my pedagogical skill set I could move around the
perimeter more to view the whole class. I could also sit students out for a few
minutes if they are misbehaving instead of handing out strikes. Students will take
advantage of the strikes so they will sometimes misbehave on purpose.

b) The content for next week will be frisbee throwing as it somewhat related to
football. SLOs:
Psychomotor (P): SWBAT throw a frisbee with correct technique to a stationary
partner at least 8 out of 10 times.
Cognitive (C): SWBAT understand the cues of hand positioning of the frisbee and be
able to recite the cues for throwing a frisbee.
Affective (A): SWBAT encourage and show positive behavior towards other students
throughout the lesson plan.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.
To achieve these goals, I will have students practice with partners the throwing and
catching techniques and make sure they can recite the cues. I will have them
progress by having them take a step back for each successful catch and a step
forward for each unsuccessful catch. I will implement a frisbee golf game or ultimate
fisbee gameplay if the students skill levels are high enough to be competent in such
games.