Richard

Bergstrom
Tiger PRIDE Week 6 Reflection

1) Overview
This week of 3/31 and 4/2, the content was basketball again. The lesson was
provided to an audience of twenty 4th grade students. This week focused on the
defensive portion of basketball and also rebounding. The focus of last week was
offensive strategies dribbling, passing, and shooting. This week the students
learned to get into athletic stance and defend an offensive player. They also learned
to rebound the ball when a shot misses off the basket. The setting of this lesson took
place on the basketball court. The lower hoops (approx. 9 ft.) were ideal for these
students because they didnt have the strength and success rate for the standardized
hoops. Equipment for this lesson required 10 basketballs, 5 polyspots, and 5 cones.

2) Student Learning Outcomes
a) 3/31 SLO:
Psychomotor (P): SWBAT get in position and rebound the basketball off of a missed
shot.
Cognitive (C): SWBAT understand positioning of the body in terms of where to stand
when a basketball is shot from a certain angle.
Affective (A): SWBAT participate and cooperative during the lesson without
disrupting the lesson, and show support for peers during activity.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.


4/2 SLO:
Psychomotor (P): SWBAT perform all the basketball skills learned dribbling,
passing, shooting, rebounding, and play defense and apply them to an applicable
game setting or activity.
Cognitive (C): SWBAT identify which basketball skill to perform in an activity setting
for the best possible result.
Affective (A): SWBAT work together and cooperate with a peer or team in an activity,
and show respect to everyone.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.


b) I didnt meet all my objectives but I did see improvement in all of the students.
Most were competent enough to perform the skills taught. The defensive stance and
getting low part was solid. They knew how to shuffle their feet side to side and was
low to the ground to maintain a stable center of gravity. The rebounding part,
however, did not meet my expectations. Few students knew how to successfully
grab a rebound. Some students waited until the ball bounced and others even
waited until it bounced away to retrieve the ball. Students did participate during
the lesson and cooperated with peers. According to the SOFIT, I achieve 630 seconds

(10 minutes and 30 seconds) of MVPA. According to the Time Analysis, I achieved
930 seconds (15 minutes and 30 seconds). Theres a discrepancy there between
what is actually MVPA and what is not MVPA. The average between the two times is
about 13 minutes, 2 minutes below my expectations.

c) I would change my activities so that every student is active during the lesson.
Since there were only 2 basketball hoops to use and 20 students, many students
spent time waiting for their turn. I would have stations, 1 station at each hoop and 2
other stations (a station for defensive drills and a station for offensive skills). This
way, all students are active and participating in the lesson.

3) Creating a Quality Learning Environment
a) 4 criteria of a learning experience:
1. Improve motor skill performance Students were given time to work on
offensive skills and defensive skills. Offensively, students worked on their
shooting skills by lining up in front of the hoop and shooting the basketball
one by one. Another offensive activity allowed students to run with a ball
handler who eventually passes it off to another student for a shot.
Rebounding, passing, dribbling, and shooting were all involved in this
activity. Each student had a different role depending on the line they were in.
2. Being appropriate for the experiential level of all students Some students
looked competent with the basketball but almost all students needed their
form to be corrected. Almost all didnt have the cognitive knowledge to know
what to do when rebounding the ball or running the ball (like in that outlet
activity on 3/31). I had overestimated these students abilities and didnt
prepare the lesson to cater to those students who wasnt at that skill level. I
sort of had them adapt to my lesson. By the end of the task, I noticed
everyone did what they had to do. It just required a lot of practice.
3. Providing maximum practice time for all students I was able to achieve
about 13 minutes of activity time. Thats not too bad for myself but the more
the better. The management of students behaviors is the reason I didnt have
more.
4. Integrating all 3 learning domains when possible Integrating the
psychomotor domain for this weeks lesson was not a problem. I am
experienced in basketball so thinking of drills appropriate for the skill levels
of this group of kids was simple. The last day of basketball on 4/2 provided
tasks that integrated offensive and defensive skills. Cognitively, students had
trouble with rebounding. They stood and waited until the ball hit the ground.
They didnt get into athletic stance or prepare for the ball coming off the rim.
I think the cues I provided them didnt seem to make sense. Affectively,
students did participate and enjoyed interacting with one another. I did have
to sit two students out because of behavioral issues. Other students behaved
well and exhibited sportsmanship during competition activities.

b) On 4/2, the ratio of the lesson in activity, instructional, and management time
were 15 minutes and 30 seconds, 7 minutes and 30 seconds, and 7 minutes,

respectively. To further improve this ratio, I can decrease the transition time
between activities by having students help collect equipment and place them in an
area thats not distracting.

c) Most of these students were low to medium skilled with the basketball. I
implemented various activities for these students so they have quality practice time.
I utilized interactive teaching strategy that allowed me to provide feedback as
students were all performing the same task. To further improve their practice
opportunities, I could have implemented a different approach with stations so all
students have more opportunities performing in an activity, rather than waiting
around (because one of the activities had students shooting at a basket but there
was only 2 baskets for 20 students).

d) I offered students an opportunity to progress and develop their skills offensively
and defensively. In one task, 2 students partnered up. One student played offense
and one student played defense. The goal was for the defensive player to prevent
the offensive player from dribbling to the other side. The offensive player must use
the cross over (switch hands) technique to diverge from the defensive player.
Another task had students shoot, pass, rebound, and dribble. This is like a
cumulative drill where all offensive skills are used. Students had trouble at first
because theres a lot of movement and each student had a different role. After a few
tries, all the students understood the drill and were successful. To further improve
this task, I could have more students involved so more students are in activity. Also
I could have demonstrated the activity with the students going over each step one at
a time.

4) Strengths & Weaknesses in Pedagogical skill set
a) I moved around the perimeter for some tasks, watching and guiding the students
as they performed the task. For activities that required a lot of movement and took
up the whole court, I walked along the sideline so I wouldnt get in the students way.
For the outlet drill, part of the time I was in the middle of the court to guide the
students where to go next.

b) I provided COTS for rebounding and reviewed the COTS for dribbling, shooting,
passing, and defensive stance. COTS for rebounding follows: athletic stance, hands
up, explode off ground. The COTS for the skills were reviewed randomly to see if the
students actually know them.

c) Students were in front of me as I gave instruction in the beginning and ending of
class. Instructional time did decrease from last week by about a minute so I can only
assume that my instruction was more clear and understanding to the students.

d) I provided feedback to many students or the whole class. During a class activity, I
had them get into defensive stance and to follow the direction I am moving towards.
Some students werent keeping up so I said you have to be fast to the class. During
a dribbling drill with a defensive side to it, a student asked me what were doing and

I said you are dribbling side to side. I said nice handles when a student was
dribbling very well. During one of the activities a student said that another student
was bad at a skill and I defended the student saying no one sucks here, give your
team some support. These students were on the same team too.

e) I did provide demonstrations for all the activities. All demonstrations were
viewable and hearable. I performed these demonstrations at the correct speed. I did
use a student in my demonstrations as well. They were able to reproduce what I
showed them. I used cues that were understandable. To further improve my
demonstrations I could have had students demonstrate the skill when I say the cues
step by step.

f) I was able to disperse equipment before the lesson started. I set equipment up
before the lesson starts because it saves a lot of time. Students only had to grab a
basketball when I told them to find a partner and place the basketball on the ground.

g) Before, our policy for disruptive students was the 2 strike rule. Now we have
higher expectations. As soon as a student disrupts or misbehaves, we sit the student
out for a few minutes. The second time that happens, they are sent inside. This
week, I sat a few students out but I didnt have to send them inside. They know the
expectations for this class.

h) My teaching showed some enthusiasm. I show it by physically demonstrating in
front of the students. I would consider myself to be high skilled in basketball so this
unit was easy for me to teach. I was comfortable in demonstrating the skills for
these lessons. I challenged some of the students to try to perform the skills better
than me and some of them took up that challenge. During the 1 on 1 defense, I
challenged some students to guard me to motivate them to play better defense.

3 teaching skills I did well
- Demonstrations with cues
- Managing student behavior
- Provided feedback to students

3 teaching skills to work on
- managing behaviors
- organize the space so more than half of students are in activity
- transitions

5) Recommendations for Next Session
a) To improve the lesson quality, I should have an activity that would allow at least
half of the students to be in activity. One or two tasks had most of the students
waiting for their turn. This can lead to misbehaviors and distractions which is
exactly what happened in my lesson. I need my activities to have at least 50%
student involvement and a high interest level for students.

b) Next weeks content will be badminton, a skill that requires a lot of hand-eye
coordination.
Psychomotor (P): SWBAT perform the badminton forehand swing and backhand
swing and strike the birdie with correct form 6 out of 10 times.
Cognitive (C): SWBAT recall the cues for the badminton forehand and backhand swing
while performing the skills.
Affective (A): SWBAT respect other students personal space and swing the racquet
appropriately without being a risk to other students safety.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.

I will explain what badminton is and why it is important. Because badminton is
complex for beginners, I will introduce them to the grip first and the swing
technique before I hand them racquets. Swinging an equipment can be dangerous if
not used correctly.