TIGERP.R.I.D.

E
REFLECTIONJOURNALS

ThorenBradleyD.T
2292016
1. Overview
ForthisweekoflessonsatClevelandElementaryIfocusedmylessonspredominantlyon
mystudentsabsorbingandretainingthecognitiveaspectsofeachskillwhilestilltrying
tokeeptheMVPAofthelessonadequate.Iliketouseaspaceoutonthegrassthatalso
borderstheblacktop.Itisextremelyeffectiveforforminghybridlessons,orutilizingtwo
differentsurfaces.10 pinnies, 20 cones, 4 polyspots, 5 beanbags and 2 Hula-

Hoops None of which will be color specific.

2. StudentLearningOutcomes

(Day1)
Psychomotor (P): The Student will be able to perform a successful soccer pass
with the inside of the foot 75% of the time.
Cognitive (C): Student will be able to accurately recite the Cues of a soccer pass
100% of the time.
H-R Fitness (H): The student will be able to maintain 50% MVPA for the lesson.
(Day2)
Psychomotor (P): The student will be able to underhand throw a beanbag to a
stationary target 15 feet away 80% of the time.
Cognitive (C): The student will be able to accurately recite the given cues of the
underhand throw 100% of the time.
H-R Fitness (H): The student will be able to maintain MVPA for 50% of the
lesson.
AlthoughIfeltmyweekwasquitesuccessfulandIhadagreattimeteaching
the lessons, there are plenty of improvements to reach for in the coming week. For
example,accordingtomyEvaluationTeammemberNathan,myMVPA%wasnotideal.
Thiscouldhavebeenduetomyfocusonstudentsgraspingthecontentandproviding
them with adequate feedback. As the semester progresses onward, I feel one of the
biggestbenefits istheeaseofnothavingtodescribeasmanyofthedetails ofeach
individualdrillandskilldevelopmentactivity.Withthatsimpleimprovement,lesstime
willbespentonmanagementandmuchmoreonactivity.Intheshortterm,Iwillutilizea
methodofinstantactivitysetupthatblendsthestructureofmyinstantactivitiesintomy
firstinstructionalsection.

3. CreatingaQualityLearningEnvironment

I was able to successfully improve the motor skills of most if not all of my
students.Thedifficultylevelofthesoccerlessonwasnottoodifficultandnottoo
easy.ThiswasbecauseIwasabletoincreaseanddecreasethedifficultywhile
stillkeepingallofmystudentsengagedinthesamelesson.The3 rdgraderswere
abletogetinagoodamountoftimeandrepetitionswitheachskillinquestion
andpsychomotor,cognitive andaffective learning domains wereall exercised
withinthelesson.Approximatelyofthelessonconsistedofactivity,morethat
wasspentinmanagementandlessthanwasspentininstruction.Thispattern
hasbecomequiteregularandIneedtoworktoimprovethisissue.Theentiretyof
myclasswasabletoparticipateandengageintheskillsinquestionandworkona
largenumberofattemptswithineachdrill.Noonestudentwasgivenmoretime
thantheothers.Iwouldhavelikedtospendalittlemoretimeondemonstration
before the major skills, but in order to avoid losing attention spans I moved
forward. The students who were struggling with the skill were given easy
exceptionliketakeastepin,whilethemoreskilledstudentswereabletousea
nondominant hand or juggle the ball twice before passing. For me, as an
instructor,itisimportantthatthenumbersoftherepetitionsthestudentreceive
areveryhigh.Nomattertheskilllevel,improvementsaregoingtobefoundin
experience; equally as important is the improvement in selfefficacy found in
experience.GoingforwardIwouldliketochallengethestudentsbyhavingthem
performtheskillswithmoreextrinsicvariables.Eg.MovingtargetorDefender
4. Strengths&WeaknessesinPedagogicalskillset
Oneofmymajorstrengthsinmyteachingismyabilitytostaymobileand

activelyengageintheentiretyoftheactivityspace.Ivelearnedtokeepeyeson
all students in the weight room, which applies even more effectively to
youngsters.Likewise,itisjustasimportanttobeactivelyengagedinthewhole
areatoensureallstudentsareabsorbingthecontent.ThemajorCOTSprovided
were Pillow Feet for stopping the soccer ball. Step, putter, Push For the
soccerpass.AndTickStepTockforthebeanbagtosses.Instructionswereas
conciseasIcouldpossiblymakethemwithoutoverloadingstudentsattention
spans, this is one of the major reasons students remembered so much of the
content.Iwasabletoprovideindividualfeedbacktoatleasthalfofthestudents
withineveryskilldrill.BytheendofthelessonIliketoensureallstudentshave
receivedfeedbackatleastonceevenonasmallscale.Moreoftenthannot,my
feedbackismoreofremindingcueswhilestudentsperformtheskills.Reciting
cues help them to get stuck in the head while students are working on the
psychomotor simultaneously. My demonstrations always begin with a slow
motion method, followed by fullspeed and finish with a student demo right
beforebeginningtheskill.Afterthedemonstrationitisclear immediately the
studentswhowerentpayingattentionbecausetheyimmediatelyknowwhatthey
are doing within the next activity. I would like my demonstrations to be
performedwithsomemoreQandAduringthelesson.Forexample,Someone

withaquitehandtellmewhatIamdoingwrong.Ihavebecomemoreeffective
atdispersingandgatheringequipment.However,becauseIwanttoimprovethe
studentstimeinactivity,thedispersementofequipmentlikesoccerballscould
beimproved.Alwaysenthusiastic,Itrytoensurestudents thatIneedthem
becausetheyarehelpfultome.Agoodexampleiswhenoneofmystudents,
Christian,wasstrugglingwithengagementsoIpulledhimasideandexplainedI
wantedotherstudentstoseehowwellheperformedthesoccerpass.Immediately
afterhewasasengagedasanyotherparticipant.
3WellPerformedPedagogicalSkills

Enthusiasm
ManagementandStructure
ContentDelivery

3ForImprovement

Novelty
MVPA%
Lackingingameplay(modifiedisok)

5. Recommendationsfornextsession
NextweekIlookforwardtoimplementingmoregameplayopportunitiesfor
soccer,whichwilladdressallofthe3weaknessesforthisweek.NextweekIwill
usethefollowingSLOstoimprovethestudentsabilitiestocontrolthesoccer
ballforadherenceandimprovedselfefficacyinsoccergameplay.

Psychomotor (P): The student will be able to dribble a soccer ball under control for 10
touches in a row 100% of the time.
Cognitive (C): The student will be able to accurately explain the importance of
soccer dribbling control and why it matters in gameplay.
H-R Fitness (H): The student will be able to maintain MVPA for 50% of the
lesson.