Name: Jay Lure G.

Baguio Section: BPEd 3A

Student number: 2020302953 Date: October 25, 2022

Reflections on Delivering Movement

Education Framework Activities
1. As a teacher who delivered their movement activities. I want to know how you felt
before, during and after giving your instructions to class. What was your biggest
strength as an instructor/facilitator of movement and what areas of instruction should
you improve upon?

Delivering the movement activities was quite challenging and at the same satisfying.
As a teacher, it is not about facilitating the learning activity and providing the
instructions and materials needed. However, conducting a particular activity, a
teacher should have a mastery of the content of the learning activity. With my activity
entitled “Mirror me”, focuses on the topic of Mirroring under the Timing. As a teacher,
I studied before conducting the activity, reviewing the flow of the activity on how
would I relate the activity to the topic and how to make the activity promote learning,
and practicing the process of delivering instructions. As I conduct the activity with my
colleagues, having knowledge and understanding about the correlated topic of the
activity, helps me to conduct the activity effectively.
Before conducting the activity, I felt a little bit worried about the outcome of the
activity, knowing that we are the last group to conduct the activity and everyone is so
busy with their schedules and loses a bit of their energy. It was a challenge for me
how could I make them participate and make the activity engaging. Therefore, I find
solutions for these and make way for getting things done smoothly. I encouraged
everyone to participate, since, during their activities, we also participated and told
them that through participating they can grasp knowledge about the topic. Another
thing, before giving the instructions, I find it hard since everyone is doing
unnecessary things, so I have to louder my voice for them to clearly understand the
instruction. Also, I asked for clarifications regarding the given instructions to avoid
misconceptions. Throughout the activity, I felt so encouraged since everyone
participated and enjoyed the activity. It feels so satisfying to see everyone doing the
activities properly, and most importantly everyone is learning and grasping a clear
understanding of the corresponding topic of the activity. Thus, I can say that
somehow, my way of conducting the activity is effective. After the activity, I felt that I
am a teacher, knowing that I was able to conduct and facilitate an activity with a lot
number of participants.
In conducting this activity, I would say that my strength was delivering the instructions
properly so that the students can understand and be able to apply them in a
meaningful way. I said so because it is evident in how they performed the activity.
Their performances were aligned with the expected outcome that is given in the
instructions. Another thing I would consider as my strength in delivering the
Relationship movement concept-Timing activity was connecting the activity to its
corresponding topic. Also, I initiated alternative instructions that would assess their
ideas on the fundamental concept of Mirroring using the different body parts
simultaneously. With this, the students were able to initiate how they will move with
their partners using a specific body part as if they were standing in front of a mirror.
As I observed, the activity was good since the students had performed the given
instructions. In contrast, the areas of instruction I should improve upon are asking
the students how they feel and what they have noticed and assessing what they have
learned about the activity. Maybe I could ask someone for a realization to see if the
students have learned.

2. As a participant of the activities. I want to know how you felt when performing the
activities. What was the biggest motivation for you when performing the activities? Do
you have an activity that really made a great impact? What is it and why did it have
an impact to you?
Upon performing the different activities, I felt challenged since the activities do not
only require physical movements however, I have to be knowledgeable about the
movement concepts. For example, in the activity of the topic Space: Location and
Direction. The facilitator conducted an activity entitled “Locomotor General Space”. In
this activity, I find myself enjoying and at the same time allowing my cognitive aspect
to initiate a strategy as well as applying my prior knowledge about the general space
that refers to all of the areas available for movement and the idea of locomotor
movements that is moving from one place to another. In the said activity, I was able
to think about how I move in different directions within the general space as well all to
strategize on using all the general space, while maintaining my self-space and not
humping into or touching other as I move or when I stop. With this activity, I was able
to integrate the ideas of the actions of the whole body which is the locomotor;
Location-General space; and how fast and slow the movement should be as well as
the acceleration. This activity gives an impact on me, in a way that, it gives me a
clear overview of the questions, how do I move? What do I move? And where do I
move to?
In the learning process, it takes many ways or strategies for teachers in implementing
the learning experiences. A teacher must consider the needs of students, especially
in retaining the lessons and information. In this subject, we conducted reporting on
different topics where the students simply sit back and listen to the information given
by the reporters. Attempting to acquire information and gain understanding only
through lectures is not the most effective way of learning. However, according to the
Pyramid of learning, practice by doing motivated me when performing the activity
because practically I believed that this way of learning would encourage me to take
what I learn and put it into practice – thereby promoting a more profound
understanding and moving information from short-term to long-term memory. Practice
by doing makes the material more personal and, thus, more meaningful to me.
Practice by doing also leads to a more in-depth understanding of the movement
concept, excellent retention, and better recall. With these, I have no second thoughts
about in participating the activities conducted by the other groups. In addition, aside
from the thought of acquiring knowledge through practice by doing, I participated
because I want to assess myself if I clearly understand the topic and to experience
the different movement concepts and theories.
Indeed, all the activities we performed helped me to understand the different
movement concepts, categories, and elements. Through the activities with the
provision of sufficient movement knowledge, it helps me to develop my skill in
whatever movement problem is presented. It also enables me to transfer this
knowledge to how my body moves and the movement principles involved in all types
of movement problems.