ID Project Final Report

Brock Hoffman
bshoffman@vt.edu
6/30/21

1. Need for Instruction

- Becoming a professional boxer is not an easy task for anyone. It is a very competitive
and vicious sport that requires a lot from the human body. One of the first things you
have to have to be a boxer let alone a successful one is a pair of gloves. So, in turn there
should be step-by-step instruction on what specific gloves each boxer needs. Which is
why I will be conducting instruction for any gender, ages 15-30 looking to start their
professional boxing career. In conducting this instruction, I will be providing information
and a path to follow in order to accomplish the ultimate goal which is to have a
comfortable and legal pair of gloves. In doing this I will be able to shed light on the
specifics of the sport of boxing that have been neglected due to it being a non-
traditional sport and minimize the mistakes for future athletes.

2. Goal Statement
- With the help of a scale, a tape measure, and a wide selection of boxing gloves, newly
competitive boxers in the state of VA will be able to identify and recognize their official
weight division, the correct size gloves for their division, and what specific features they
enjoy and are comfortable with on their glove.

3. Learning Domain
- After reading through Gagne’s learning domains, I believe that the best fit for my
instruction and goal was in the intellectual skills domain. I believe this because my goal
matches more with this domain then the others. In order to be a successful boxer you
have to find the perfect gloves for you within regulation which requires certain
intellectual skills, like choosing the right features, understanding the sport, knowing the
rules of boxing.
4. Instructional Analysis

5. Target Population
- The learners of my instruction are going to be people determined and driven to be the
best they can be at boxing. Although the group will be consisted of males and females
ranging from 15-30 which will allow them the ability to be mature and have discipline.
Ultimately, they will be connected by one common theme and that is to be the best
boxer possible. My learners’ preferences will be face-to-face instruction on a controlled
setting working alone. In doing this it will allow the learners to go through a step by step
 process on finding the best glove for themselves. I also believe that my learners will
have a positive outlook on the instruction as well as me giving the instruction, because I
will build my credibility with them early in the instruction and share my background as
to why they should trust me and the instruction. I also believe the learners will share
characteristics of self-confidence, motivation, and anger which will allow them a chance
to be the best boxer they can. Finally, I believe my learners will enjoy my instruction
because it is the first steps to setting up their career.

6. Performance and Learning Contexts

- The performance context where my instruction will be put to use will take place in a
boxing gym that sells boxing gloves on top of having training equipment. In having the
performance context in the gym that sells gloves it keeps everything on site in one
location with a tape measure, scale, and gloves. The social aspects of the performance
context will be the learners will mainly work individually since it is personal to them but
when stuck can ask associates. The new skills will apply to the workplace because having
the right size and comfortable gloves will be extremely beneficial to starting your career
on the right foot. Ultimately, this performance context provides the learners the ability
to put their instruction to use in one location.

- I believe that I have shown that the learning context I have provided fit the needs of my
learners in setting them up to have the best possible gloves to their liking possible. I
believe that having a stable and distraction free room and well as an area with tables for
comfortable seating, a projector, and a smart board will allow the students a
comfortable environment as well as fit the learners needs to test the gloves all in one
building will keep things simple, effective, and ultimately help the learners. I believe
focusing the site to people of VA will allow me the ability to keep numbers down and
give the learners a more individualized instruction. I believe I have provided the best
learning context for my students.

7. Skills, Objectives, and Assessment Items

DESIGN EVALUTATION CHART:

SKILL: Objective: Assessment Item:

- Goal Step 1.0: Given a tape measure, scale,
Measure and Record pencil, and paper, accurately
Height, Weight, and measure and record your
Hand Size height, weight, and hand
size.
Checklist Item 1.0: (3 items, 1
point each)
1. Boxer accurately measured
and recorded his/her height
in inches
 [YES/NO]
2. Boxer accurately measured
his/her weight in pounds
[YES/NO]
3. Boxer accurately measured
his/her hand size in inches
[YES/NO
- Sub-Step 1.1: Given a tape measure, pencil, Checklist Item 1.1: (1 item, 1
Measure and Record and paper, accurately point each)
Height in inches measure and record your 1. Boxer accurately measured
height in inches and recorded his/her height
in inches
[YES/NO]
- Sub-Step 1.2: Given a scale, pencil, and Checklist Item 1.2: (1 item, 1
Measure and Record paper, you will accurately point each)
Weight in Pounds measure and record your 1. Boxer accurately measured
weight in pounds. his/her weight in pounds
[YES/NO]
- Sub-Step 1.3: Given a tape measure, pencil, Checklist Item 1.3: (1 item, 1
Measure and Record and paper you will accurately point each)
Hand Size in Inches measure and record your 1. Boxer accurately measured
hand size in inches. his/her hand size in inches
[YES/NO
- Goal Step 2.0: Given a chart that will have Checklist Item 2.0: (3 items, 1
Identify Glove Weight the weight ranges for weight point each)
needed for Weight divisions as well as the 1. Boxer accurately filled out
Division required glove weight his/her weight
needed, you will Accurately [YES/NO]
identify glove weight needed 2. Boxer accurately filled out
for your division his/her weight division
[YES/NO]
3. Boxer accurately filled
his/her glove weight needed
[YES/NO
- Sub-Step 2.1: Given a chart with the weight Checklist Item 2.1: (1 item 1
Recognize the names ranges for the respective point each)
and weight ranges of weight division you will 1. Boxer accurately read
different weight Accurately recognize the through the chart
divisions names and weight ranges for [YES/NO]
the different weight divisions

- Sub-Step 2.2: Match Given a chart with the weight Checklist Item 2.2: (2 items, 1
measured weight ranges for the respective point each)
weight division you will 1. Boxer accurately filled out
 with a weight division Accurately identify what
weight division you fall
under  2. Boxer accurately filled out
- Subordinate Skill Given a chart with the weight
2.2.1: Read a chart of ranges for the respective
weight divisions weight divisions you will
Accurately read the chart.
- Sub-Step 2.3: Given a chart with the weight
Determine Glove ranges for their weight
weight needed division as well as glove
weight required for each
division you will Accurately
identify what glove weight
you need.
- Goal Step 3.0: Select Given the hand size
gloves specific to measurement as well as the
weight division and required glove weight you
hand size will Accurately identify what
size glove you need.
- Sub-Step 3.1: Select Given the hand size
gloves specific to measurement as well as the
weight division and required glove weight you
hand size will Accurately identify what
size glove you need.
his/her weight
[YES/NO]
his/her weight division
[YES/NO]
Checklist Item 2.2.1: (1 item
1 point each)
1. Boxer accurately read
through the chart
[YES/NO]
Checklist Item 2.3: (3 items, 1
point each)
1. Boxer accurately filled out
his/her weight
[YES/NO]
2. Boxer accurately filled out
his/her weight division
[YES/NO]
3. Boxer accurately filled
his/her glove weight needed
[YES/NO
Checklist Item 3.0: (3 items, 1
point each)
1. Boxer accurately filled out
his/her glove weight
[YES/NO]
2. Boxer accurately filled out
his/her hand size
measurement
[YES/NO]
3. Boxer accurately filled
his/her glove size they need
[YES/NO
Test Item 3.1
Checklist Item 3.1: (3 items, 1
point each)
1. Boxer accurately filled out
his/her glove weight
[YES/NO]
2. Boxer accurately filled out
his/her hand size
measurement
[YES/NO]

- Sub-Step 3.2: Select Given the hand size
Gloves specific to measurement you will
hand size Accurately identify what size
glove you need.
- Goal Step 4.0: Select Given different types of glove
Gloves specific to material, grip bars, padding
personal comfort thickness, and sweat pockets
levels you will appropriately choose
which types you prefer.
- Sub-Step 4.1: Select Given different types of glove
gloves of preferred material you will
glove material appropriately choose which
types you prefer.
- Sub-Step 4.2: Select Given different types of grip
gloves of preferred bars you will appropriately
grip bars choose which types you
prefer.
3. Boxer accurately filled
his/her glove size they need
[YES/NO
Checklist Item 3.2: (2 items, 1
point each)
1. Boxer accurately filled out
his/her hand size
measurement
[YES/NO]
2. Boxer accurately filled
his/her glove size they need
[YES/NO
Checklist Item 4.0: (4 items, 1
point each)
1. Boxer accurately filled out
his/her preference on glove
material
[YES/NO]
2. Boxer accurately filled out
his/her preference on grip
bars
[YES/NO]
3. Boxer accurately filled
his/her preference on
padding thickness
[YES/NO
4. Boxer accurately filled
his/her preference on sweat
pockets
[YES/NO
Checklist Item 4.1: (1 item, 1
point each)
1. Boxer accurately filled out
his/her preference on glove
material
[YES/NO]
Checklist Item 4.2: (1 item, 1
point each)
1. Boxer accurately filled out
his/her preference on grip
bars
[YES/NO]
 - Sub-Step 4.3: Select Given different types of Checklist Item 4.3: (1 item, 1
gloves of preferred padding thickness you will point each)
padding thickness appropriately choose which 1. Boxer accurately filled out
types you prefer. his/her preference on
padding thickness
[YES/NO]
- Sub-Step 4.4: Select Given different types of Checklist Item 4.4: (1 item, 1
gloves of preferred sweat pockets you will point each)
sweat pockets appropriately choose which 1. Boxer accurately filled out
types you prefer. his/her preference on sweat
pockets
[YES/NO]
- With the help of a - Through the Checklist Item: (1 items, 1
scale, a tape measure, measurements of point each)
and a wide selection heights, weights, and 1. Has had all “YES” on the
of boxing gloves, hand size as well as previous checklist items.
newly competitive personal preference [YES/NO]
boxers in the state of on features learners
VA will be able to will be able to identify
identify and recognize and select their
their official weight perfect boxing glove
division, the correct to begin their career.
size gloves for their
division, and what
specific features they
enjoy and are
comfortable with on
their glove.

8. Instructional Strategy
Sequence and Clustering of Objectives

CLUSTER OBJECTIVES TIME

1 Objective: 1.1, 1.2, 1.3, 1.0 20 minutes

2 Objective: 2.1, 2.2, 2.2.1, 2.3, 2.0 15 minutes

3 Objective: 3.1, 3.2, 3.0 15 minutes

4 Objective: 4.1, 4.2, 4.3, 4.4, 4.0 20 minutes

 Preinstructional, Assessment, and Follow-Through Activities

PREINSTRUCTIONAL ACTIVITIES

Motivation: To motivate learners into being the best professional boxers they can be by having legally
regulated and comfortable gloves. I am going to motivate my learners by showing a hype video of
professional boxer Canelo Alverez when he first started and how he has grown into the boxer he is
today. This should appeal to the learners because their common goal is to be the best boxer possible.

Objectives: To educate the boxers on the different aspects and features that go in to buying a boxing
glove specific for them. I want to stick with this summarized objective goal because I don’t want to
throw a ton of information or verbiage at the learners early. I want the learners to know they’re in a
laid-back environment that is going to teach them what they need in order to start their career. I plan
on providing a hand out that has all the objectives on them so that the learners all have the
objectives.

Student Groupings and Media Selection: All of the learners will be in a classroom setting no grouping
is needed as the gloves are individual. Learners can ask peers for help if they get stuck. In terms of
media I plan on using a PowerPoint presentation with text, images, and videos in order to incorporate
different forms of digital media into the instruction.

ASSESSMENT

Pretest: See if the boxers understand how to properly measure and record height, weight, and hand
size through a series of questions on how to use a tape measure and a scale and how to troubleshoot
any issues that may arise with the scale. I will ask the learners to fill out a work sheet that ask them to
measure something on the paper in order to properly understand they know how to use a tape
measure as well as make them place an 25lbs item on the scale and see if they record the correct
weight.
Practice Tests: The boxer will show to me that he or she has the knowledge of choosing the correct
glove weight for their weight class by turning in which glove weight they need. Here is important for
me clearly show the learners the chart that is organized and well put together so there is no misread
on what glove weight they need. If the glove weight is wrong I will provide feedback on the specific
spot where they messed up.

Posttest:

Have the boxers go into the room next door at the boxing facility which also sells gloves and choose
the perfect glove for them and see if it fits what they have recorded down in their checklist.

Student Groupings and Media Selection: Again, the class will be individualized because the glove is
specific to their likeness. The media I will use in order to conduct these evaluations is through a
worksheet they have to turn into me.

FOLLOW-THROUGH ACTIVITIES

Memory Aids:

I will be providing a laminated step by step instruction on what the learners need to do in order to
find the perfect glove for them. In doing this I will be providing text and images on the sheet which
will help the learners retain the information.

Transfer:

Review the material that the students have recorded down on their checklist of measurements and
sizes after each objective in order to find any problems early in the process.

Student Groupings and Media Selection:

Stay with the individualized instruction so the students can find their best fit. I will be using a
laminated sheet with text and images.
 Content Presentation and Student Participation

OBJECTIVE: 1.1 1

CONTENT PRESENTATION

Content:

In order to Teach Objective 1.1, I will use a PowerPoint presentation in the classroom that will go
through what the learner needs to do in order to obtain someone’s height. I will provide a video
example that will show how the person being measured should stand up against the wall and how the
person measuring should correctly mark on the tape measure the height in inches.

Examples:

I will include a video example that simulates the correct way to record height in inches.

Student Groupings and Media Selection:

Students will work together in order to obtain their measurements. All students will have other
members measure their height. There is no specific grouping they just need to find a partner.

Media: Video Example of a Height Simulation on a PowerPoint Screen

STUDENT PARTICIPATION

Practice Items:

I will be providing images that show the same height recorded in inches and one recorded in feet and
inches. The learners will have to select the correct image.

Feedback:

I will be providing feedback by explaining the difference between height in total inches and height in
feet and inches.

Student Groupings and Media Selection:

Students will work together in order to obtain their measurements. All students will measure their
own weight but will have other members measure their height. There is no specific grouping they just
need to find a partner. I will be providing images as my media for practice.
OBJECTIVE: 1.2

CONTENT PRESENTATION

Content:

In order to Teach Objective 1.2, I will use a PowerPoint presentation in the classroom that will go
through what the learner needs to do in order to obtain your weight. I will provide a video example of
how to properly stand on the scale in order to obtain an accurate weight.

Examples:

I will include a video example that simulates the correct way to stand on the scale.

Student Groupings and Media Selection:

Students will all record their own weight individually

Media: Video Example of a how to stand on a scale on a PowerPoint Screen

STUDENT PARTICIPATION

Practice Items:

Learners will watch a video that shows someone standing on the scale correctly and incorrectly. The
students have to choose the correct video.

Feedback:

I will be providing feedback by explaining the difference on how to stand on the scale properly.

Student Groupings and Media Selection:

All students will measure their own weight. I will be providing a video as my media for practice.

OBJECTIVE: 1.3

CONTENT PRESENTATION

Content:

In order to Teach Objective 1.3, I will use a PowerPoint presentation in the classroom that will go
through what the learner needs to do in order to obtain someone’s height. I will provide a video
example that will show how to correctly measure someone’s hand size.

Examples:
I will include a video example that simulates the correct way to record hand size in inches.

Student Groupings and Media Selection:

Students will work together in order to obtain their measurements. All students will have other
members measure their hand size. There is no specific grouping they just need to find a partner.

Media: Video Example of a hand size measurement on a PowerPoint Screen

STUDENT PARTICIPATION

Practice Items:

I will be providing images that show the proper way to measure hand size and incorrect ways to
measure hand size.

Feedback:

I will be providing feedback by explaining the difference between the correct way (thumb to pinky)
instead of (middle finger to palm)

Student Groupings and Media Selection:

Students will work together in order to obtain their measurements. All students will have other
members measure their hand size. There is no specific grouping they just need to find a partner. I will
be providing images as my media for practice.

OBJECTIVE: 1.0

CONTENT PRESENTATION

Content:

In order to teach objective 1.0, I will be using a PowerPoint presentation in the classroom that will
have a video simulation of someone properly performing the correct ways to measure and record
height, weight, and hand size.

Examples: I will be providing a video example on how to properly conduct all three measurements.

Student Groupings and Media Selection:

Students will work together in order to obtain their measurements. All students will measure their
own weight but will have other members measure their height and hand size. There is no specific
grouping they just need to find a partner.

Media: Video on a PowerPoint screen

STUDENT PARTICIPATION

Practice Items:

Learners will practice with images of how to correctly and incorrectly measure and record height,
weight, and hand size.

Feedback:

Students will have to select the correct images for each of the three categories. I will be providing
feedback on why each image is correct and incorrect.

Student Groupings and Media Selection:

Students will work together in order to obtain their measurements. All students will measure their
own weight but will have other members measure their height and hand size. There is no specific
grouping they just need to find a partner.

Media: Images on PowerPoint Screen.

OBJECTIVE: 2.1 2

CONTENT PRESENTATION

Content:

In order to teach objective 2.1, I will be providing out a handout that has a chart with the weight
division names and the weight ranges for each. I will then go through each of them with the class in
order to ensure there is no questions or confusing material.

Examples:

I will provide and example of myself saying how much I weigh (308lbs) and telling them I would fit in
the (heavy-weight division)
Student Groupings and Media Selection:

Students will read the chart individually in order to find their weight division and glove weight
needed. Media: Handout that has Text

STUDENT PARTICIPATION

Practice Items:

I will provide a worksheet for the class that has three random weights. They will be required to fill out
what weight range the weight would be in.

Feedback:

I will go over each of the examples and explain to the class members why they are in those specific
weight divisions.

Student Groupings and Media Selection:

All of the learners will be in a classroom setting no grouping is needed as the gloves are individual.
Learners can ask peers for help if they get stuck.

Media: Text on a worksheet

OBJECTIVE: 2.2

CONTENT PRESENTATION

Content:

In order to teach objective 2.2, I will be providing out a handout that has a chart with the weight
division names and weight ranges needed for each. I will then go through each of them with the class
in order to ensure there is no questions or confusing material.

Examples:

I will provide an example of myself saying how much I weigh (308lbs) and telling them I would fit in
the (heavy-weight division)

Student Groupings and Media Selection:

Students will read the chart individually in order to find their weight division and glove weight
needed. Media: Handout that has Text
STUDENT PARTICIPATION

Practice Items:

I will provide a worksheet for the class that has three randomized weight divisions. I will then ask the
class what glove weight will be needed for competition for each.

Feedback:

I will go over each of the examples and explain to the class members why they require different glove
weights.

Student Groupings and Media Selection:

All of the learners will be in a classroom setting no grouping is needed as the gloves are individual.
Learners can ask peers for help if they get stuck.

Media: Text on a worksheet

OBJECTIVE: 2.2.1

CONTENT PRESENTATION

Content:

In order to teach objective 2.2.1, I will be providing out a handout that has a chart with the weight
division names, weight ranges, and glove weight needed for each. I will then go through each of them
with the class in order to ensure there is no questions or confusing material.

Examples:

I will go through and show the class how to read the chart by reading the first couple of divisions.

Student Groupings and Media Selection:

Students will read the chart individually in order to find their weight division and glove weight
needed. Media: Handout that has Text

STUDENT PARTICIPATION

Practice Items:
I will show an example of someone putting the correct weight division name for the specific weight
range and then someone doing it incorrectly. The learners have to choose the correct answer.

Feedback:

I will go over each of the examples and explain to the class why the first example was correct.

Student Groupings and Media Selection:

All of the learners will be in a classroom setting no grouping is needed as the gloves are individual.
Learners can ask peers for help if they get stuck.

Media: Text on a worksheet

OBJECTIVE: 2.3

CONTENT PRESENTATION

Content:

In order to teach objective 2.3, I will be providing out a handout that has a chart with the weight
division names, weight ranges, and glove weight needed for each. I will then go through each of them
with the class in order to ensure there is no questions or confusing material.

Examples:

I will provide an example of myself saying how much I weigh (308lbs) and telling them I would fit in
the (heavy-weight division) with a minimum glove weight needed of (10oz)

Student Groupings and Media Selection:

Students will read the chart individually in order to find their weight division and glove weight
needed. Media: Handout that has Text

STUDENT PARTICIPATION

Practice Items:

I will provide a worksheet for the class that has three randomized weight divisions. I will then ask the
class what glove weight will be needed for competition for each.

Feedback:
I will go over each of the examples and explain to the class members why they require different glove
weights.

Student Groupings and Media Selection:

All of the learners will be in a classroom setting no grouping is needed as the gloves are individual.
Learners can ask peers for help if they get stuck.

Media: Text on a worksheet

OBJECTIVE: 2.0

CONTENT PRESENTATION

Content:

In order to teach objective 2.0, I will be providing out a handout that has a chart with the weight
division names, weight ranges, and glove weight needed for each. I will then go through each of them
with the class in order to ensure there is no questions or confusing material.

Examples:

I will provide an example of a professional boxer Canelo Alverez who is 168lbs which is the Junior
Middle Weight which requires 8 oz gloves.

Student Groupings and Media Selection:

Students will read the chart individually in order to find their weight division and glove weight
needed. Media: Handout that has Text

STUDENT PARTICIPATION

Practice Items:

I will provide a random example of a boxer with their current weight the correct weight division but
the wrong glove weight and the learners will have to figure out what is wrong.

Feedback:

I will go over the example provided and explain why that is a wrong glove weight.

Student Groupings and Media Selection:

All of the learners will be in a classroom setting no grouping is needed as the gloves are individual.
Learners can ask peers for help if they get stuck.

Media: Text on a worksheet

OBJECTIVE: 3.0 3

CONTENT PRESENTATION

Content:

In order to teach objective 3.0, I will be providing a worksheet from the information I have collected
for each of the students with their current weight, weight division, and glove weight needed for each
fighter. From there it will have a blank for their hand size.

Examples:

I will provide and example of myself on what size glove I need based of the required weight for my
weight division as well as hand size. Heavyweight, 308lbs, 11-inch hands which needs XXL-XXXL size
gloves.

Student Groupings and Media Selection:

All of the learners will be in a classroom setting no grouping is needed as the gloves are individual.
Learners can ask peers for help if they get stuck

Media: Worksheet = text

STUDENT PARTICIPATION

Practice Items:

I will give an example of a random boxer with the correct size glove based off hand size and one with
the incorrect size gloves based of hand size.

Feedback:

Students will have to explain to me out loud why the glove size is wrong given the examples hand
size. If the class is confident they are correct on the example I will feel confident they understand the
material. If not, I will explain why it was the right and wrong glove size for each example.

Student Groupings and Media Selection:

All of the learners will be in a classroom setting no grouping is needed as the gloves are individual.
Learners can ask peers for help if they get stuck

Media: Worksheet = text.

 Lesson, Gagne’s Events of Instruction, and Objectives

LESSON EVENTS & OBJECTIVES TIME

1 Pre-instructional Activities: 70 minutes

 Lesson Introduction
 Gain Attention (Event #1)
 Communicate the Objectives (Event #2)
 Stimulate Recall of Prior Knowledge (Event #3)
 Conduct Pre-Test Assessment

Objectives 1.1, 1.2, 1.3, 1.0

 Present the Content (Event #4)

 Provide Learning Guidance (Event #5)
 Elicit Practice (Event #6)
 Provide Feedback (Event #7)

Objectives 2.1, 2.2, 2.2.1, 2.3, 2.0

 Present the Content (Event #8)

 Provide Learning Guidance (Event #9)
 Elicit Practice (Event #10)
 Provide Feedback (Event #11)

Objectives 3.1,3.2, 3.0

 Present the Content (Event #12)

 Provide Learning Guidance (Event #13)
 Elicit Practice (Event #14)
 Provide Feedback (Event #15)

Objectives 4.1, 4.2, 4.3, 4.4, 4.0

 Present the Content (Event #16)

 Provide Learning Guidance (Event #17)
 Elicit Practice (Event #18)
 Provide Feedback (Event #19)

Review learning content:

 Enhance Retention and Transfer (Event #20)

Follow-Through Activities:

o Enhance Retention and Transfer (Event #21)

 o Distribute Memory Aid
o Conduct Post-Test Assessment (Event #22)

Consolidation of Media Selections and Choice of Delivery System

SESSION OBJECTIVES TYPE(S) OF LEARNING MEDIA SELECTIONS & DELIVERY

STUDENT GROUPINGS SYSTEM(S)

1 Face-To-Face I will have PowerPoint slides Classroom Delivery

Objective: 1.1, that will help aid my with PowerPoint
1.2, 1.3, 1.0 presentation as well as my Slides, Video
own personal experiences in Examples, Handouts
Objective: 2.1, order to build credibility and with images and
2.2, 2.2.1, 2.3, give real life examples. Text, and
2.0 worksheets with
Objective: 3.1, text.
3.2, 3.0 All students will work
individually expect for the
Objective: 4.1, objectives where they are
4.2, 4.3, 4.4, 4.0 measuring height and hand
size, in that regard they need
a partner. All students can ask
peers for help if they are ever
stuck.

3
 4

9. Proposed Development Procedures

- In order to maximize learning potential in regards to my instructional goal, I believe it is best to use
outside material only as a means of supplementation to my own. I will create the bulk of my material in
the form of PowerPoint presentations and handouts. This will be the most effective route as it allows the
students to have visual and hands on learning parallel to the idea of boxing which is face to face. The
PowerPoint Presentation will include basic information with video tutorials on how to correctly measure
weight, height, and hand size. These videos will be sourced from YouTube. The next set of videos I will
create myself using a video camera and edited with iMovie software on an Apple laptop. I will upload to
YouTube so they can be accessible to the public. These videos will consist of me showing different glove
features and the use for each one. The handout will be images of the features, taken from boxing
websites, and a check mark will be placed in each box for what the individual desires. It is best for me to
also be the instructor of the material as I have the expertise and the resources to be able to teach,
evaluate, and adapt the material to each individual student. However, it is also possible to distribute the
materials to other instructors, but it is important to keep in mind that the successfulness of it can be
dependent on the instructor’s level of expertise and the resources they have to allow them to adapt and
make changes to the lesson based on each individual. Rough drafts of all the material will be created by
myself in PowerPoint and Word. I will present it to my trainer comparing my outcome with the current
boxing gloves he uses. This will allow me to see the flaws in my materials, address any deficits or missing
information, and adapt the materials.

10. Proposed Formative Evaluation Procedures

- To begin the formative evaluation, I will collect expert reviews from my trainer and multiple
professional boxers. The expert review from my trainer will be conducted in a gym setting as well as a
conference room. He will be immediately accessible and willing to help since he already acts as my
mentor. There is a gym in Brooklyn, NY with many professional boxers that my trainer has access to. He
will be able to provide me with 2-3 professional boxers who can take part in my evaluation. For this part,
I will do it via Zoom and email them the handout for them to print. I will simply present the information
in a condensed manner and allow them to complete the handouts. Much of the focus will be on
watching them take their correct measurements and then completing the handout to determine what
type of boxing glove would be best suited for their size and preferences. The feedback from the trainer
will help me ensure that the material is engaging as well as providing me more information into the
boxing moves that can help determine if the gloves are accurately fit. The feedback from the
professional boxers will help me ensure that the handouts I give provide accurate and precise
measurements for the individuals gloves. This feedback is solely focused on size, rather than the delivery
of instruction. For the small group evaluation, I will select an athlete using the simple random sampling
method from 8 separate boxing gyms. The feedback from the small group evaluation and first field test
is what I will use to determine the effectiveness of the delivery method. By giving out surveys and
conducting one on one interviews at the conclusion of the instruction, I will revise my materials and
critically examine the feedback given. Then, I will be able to make the necessary adjustments to the
learning plan in order to produce the most complete final draft.

11. Reflection
- After finishing this course, I have come to realize that design is a much more complex
process than I originally thought in the past, especially at the beginning of the course. I
believe I have learned a lot about design and how it used within a learning context and
just how much of a process it is in terms of designing a product.
- My definition at the beginning of the course “the construction of something that is
made in order to reach a specific goal or objective” was something I believed to be true,
but now that I have finished this course I believe my personal definition of design is “The
required and thoughtful steps to a process taken in order to produce a product that is
specifically for the use of a targeted audience”
- Lastly, I believe that design for learning and design as a whole are very similar in the
terms of the process and steps you have to take. I believe that IDT professionals take the
learning principles needed for their specific class or target audience and match those
with the principles of design needed to promote that message or instruction. I believe
taking this course has shown me just how methodical IDT professionals have to be in
order to put together the best instruction for their class. I believe that it just goes to
show how valued design is in this profession in terms of preparing instruction ahead of
time and planning out the required steps needed to teach the instruction.