Ren Doo

HESP 187D
Dr. Wyant
Evaluation Team
12/11/16
Systematic Observation Final Report
1. Overview
Throughout the Fall 2016 semester I was part of the Evaluation Team participating in the
Tiger Pride internship class. My primary responsibilities included critically analyzing of
the lessons presented by the Delivery Team, assisting the Delivery Team members during
lessons if need be, and completing observation forms that help to chronicle the lesson
plans. The Delivery Team members I worked with this semester are Will Lydon who
taught the 4th and 5th grade classes, Cassidy Gustafson who taught the 2nd grade class, and
Nathan Rhea who taught the 3rd grade class. This report will display and discuss the
information I have collected and analysis of any trends that I have identified. The Time
Analysis forms are used to differentiate 15 second portions of a lesson into one of three
categories. The categories are Activity (more than 50% of students are physically
engaged in a task), Instruction (specific verbal or physical demonstration), and
Management (organizing students in preparation for a task or instructions). The System
for Observing Fitness Instruction Time (SOFIT) form measure the Moderate to Vigorous
Physical Activity (MVPA) that students engaged in marked by 10 second intervals. Both
of these forms allowed me to collect concrete data to analyze and interpret. The following
are the collective summaries of the Delivery Teams efforts as I saw them through the
lens of the observation forms.

2. Systematic Observation Will Lydon SOFIT

10/26, 11/14, 11/28

45
40
35
30
25
20
15
10
5
0
Lesson 1

Lesson 2

Lesson 3

MVPA

I chose to study the SOFIT forms of the Delivery Team member Will. As the chart
indicates there was a steady decline in the amount of MVPA across the three lessons I
have chosen to analyze. Although that may appear troublesome, I think that Will was able
to deliver more individualized lessons that helped to cater to his students desire for more
specific instructions and rules regarding activity. These activities started with soccer,
progressed to finer motor skills in a football lesson, and ended with track and field
stations which required the students to perform specific movements that are more
advanced than the basics of soccer passing. The soccer lesson reached 40.4% MVPA
through a continuous relay task that Will had implemented. This helped to get everyone
involved and did well to make sure that each student knew they could contribute to the
lesson. Football passing was the second lesson and student were grouped into pairs to
practice and refine their ability to throw and catch a football with proper technique. The
students were challenged by this task because throwing a football is an awkward task for
students at this age. Therefore the students spent more time trying to get the technique
correct which led to a lowered MVPA for the lesson. The track and field lesson was the
most specific lesson in terms of instruction because the movements were a combination
of the locomotor skills the students have learned over the years, but within a specific
context which included baton passing while sprinting, shot put throw, and hurdles. Each
station had a line of students at it and this is where the MVPA was reduced. Since most of
the students were waiting for their turn to perform the specific technical movements,
there was a bit of a waiting period especially at the hurdles and baton pass stations. This
was an ambitious choice by Will, but I think that the students understood and benefitted
from this lesson by having their skills tested. Overall, I think that despite the downward

trend of MVPA across the three lessons, I feel that Will delivered a solid group of lessons
and that his students really benefitted from his teaching.
3. Systematic Observation Cassidy Gustafson Time Analysis

10/19, 11/2, 11/9

70
60
50
40
30
20
10
0
Lesson 1

Lesson 2
Activity

Instruction

Lesson 3
Management

I chose to study the Time Analysis forms of Delivery Team member Cassidy. As
Cassidy progressed through the semester there was a steady improvement in the amount
of activity in her lessons. I would contribute this trend to an improvement in rapport and
trust between Cassidy and her students. There was also a marked decrease in the amount
of Instruction time through the semester as well which can also be attributed to having
increased rapport in that there needed to be less communication and clarification on
Cassidys behalf in order to get the students into activity. The management aspect of the
Time Analysis was consistently remained nearly 60% of each lesson. This can be
attributed to the fact that Cassidy needed to dedicate a significant portion of the lesson to
making sure the students were organized appropriately and in multiple cases, reign the
students in due to prolonged bad behavior. Once the students began a task things
normally went well. However, there were a couple instances in which Cassidy stopped
the lesson to have some quiet time and to discuss why the students were not going ahead
with the assigned activity. I think that Cassidy did well to approach this obstacle and
deliver discipline that the students benefitted from. At the end of the semester Cassidys
students showed affection and gratitude towards her which I think is a sign that they
respected her efforts and her patience.

4. Systematic Observation Nathan Rhea Time Analysis

10/5, 10/26, 11/14

70
60
50
40
30
20
10
0
Lesson 1

Lesson 2
Activity

Instruction

Lesson 3
Management

I chose to study the Time Analysis forms of Delivery Team member Nathan. Nathan
had a very interesting, diverse path through teaching this semester. He began his first
lesson in this analysis by teaching football skills that included passing, catching, and
running routes. The class seemed to be engaged in the instruction because there was 20%
Instruction recorded in my analysis. Nathan showed that he can deliver an affect group of
instructions because the activity level was 39% giving him a combined total of 59%
activity or instruction. This is good because that means that the students are either
learning cognitively or physically during this lesson. The students were giving great
effort in trying to attempt the complex movements that the lesson asked of them. A few
weeks later I analyzed a basketball shooting lesson that Nathan gave. This lesson tested
Nathans skill with management because the students were not as engaged as previous
days. The lesson was also a bit of a slower pace than normal, so I think that Nathan could
learn a lot from this teach in order to give a more streamlined delivery of this lesson in
the future. The level of management in this lesson spiked up to 60%. Nathan did his best
to keep the activity level above 30% which he did, but I think Nathan learned a lot about
contingencies from this lesson. Nathans third lesson focused on dance and I think that
decision was a great choice for this class. This was the second to last week of lessons, so
Nathan took a bit of a chance, but it worked out. The students were active at a 35% rate
and actively listed to instructions for 17%. This is a good combined total for a dance
lesson because some students may be shy or reluctant to participate, but Nathan was up to
the task and delivered a solid lesson that the students enjoyed. I think that overall Nathan
challenged himself this semester and towards the end of the lessons it paid off. The
students really cared about what he had to say and that is the true mark of a good teacher.

Conclusion
Over the course of this semester I have been able to learn by osmosis and through
discussion many things that will benefit me as I make the transition to Delivery Team. I
learned that instruction should match up with the students expectations from Will. I
learned that students need physical activity in order to grow as people from Cassidy. I
learned that if you do your due diligence, then the risks you take wont be as risky from
Nathan. These lessons may have been built for the students, but I feel that they are really
built for our self-scrutiny and self-assessment. This way we can grow and improve while
still benefitting the groups of students that we see every day.