Richard

Bergstrom
Tiger PRIDE Week 7 Reflection

1) Overview
The week of 4/7 and 4/9, we worked on badminton. The lesson was provided to an
audience of twenty 4th grade students. Last week, basketball was taught and the
students learned to dribble, shoot, pass, rebound, and play defense. This week
focused on the process of the badminton forehand and backhand swing. This took
place on the outside blacktop in the basketball court area. Required equipment
follows: 20 badminton racquets, 20 birdies, 6 hula-hoops, and 10 cones.

2) Student Learning Outcomes
a) 4/7 SLO:
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.

4/9 SLO:
Psychomotor (P): SWBAT strike the birdie using the badminton forehand and
backhand swing into a target at least 50% of the time.
Cognitive (C): SWBAT concentrate on the cues of the skill as he/she performs the skill
step by step.
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.

b) I didnt achieve a few of my objectives. I overestimated the students hand-eye
coordination and for most of them, it took several tries until they hit the birdie. I
taught them the shake hand grip first so they know how to grip the racquet. I used
cues for the forehand/backhand swing. The psychomotor part was difficult for
students because they lacked the coordination to strike the birdie on the first or
second try. It takes a lot of practice to be skilled in badminton. I wasnt prepared for
their skill level so I took more time on the process of swinging the racquet. Also
during the team challenge, because there were hula-hoops on both sides of the
court, students thought it was ok to block the other teams birdies from going into
the hula-hoop. That is unfair play and doesnt meet my affective objective.

c) Yes I would change things around. For the team challenge on 4/9, I should have
had 3 hula-hoops in the middle of the area and have students from both teams strike
their birdies from a certain distance. That way, students cant block birdies from

going into the hula-hoops. This method will discourage that behavior and allow a
higher success rate.

3) Creating a Quality Learning Environment
a) 4 criteria of a learning experience:
1. Improve motor skill performance Because of the little time we had spent
practicing, there wasnt a lot of improvement coming from the students skill
level. Badminton forehand and backhand swings are tough and it takes time
and practice to achieve consistency.
2. Being appropriate for the experiential level of all students All students had
a very high interest level but even though they lacked the ability, they had a
very high subjective confidence. When I offered students to demonstrate,
many of them raised their hand. Each student I picked took more than 5 tries
to actually strike the birdie correctly. While this skill is difficult, I dont think
its too difficult because these students had a high motivation to be successful
regardless of their failure rate.
3. Providing maximum practice time for all students I was able to achieve
about 10.75 minutes of activity time. Even if I had 30 minutes of MVPA, I
dont think that would be adequate time for these students to be meet my
psychomotor objective (6 out of 10 times). It takes hours to be competent in
any skill.
4. Integrating all 3 learning domains when possible I tried to integrate all 3
learning domains. Psychomotor domain was tough because I didnt realize
the students skill level for this activity was lower than I thought so I had to
modify my lesson a bit. The cognitive portion of the lesson, I provided cues
for the grip, forehand swing, and backhand swing. Affectively, students were
teamed up for a competition to see which team can strike the most birdies
into the hula-hoop. Some students misbehaved and didnt follow the rules so
I had to sit them out.

b) On 4/9, the ratio of the lesson in activity, instructional, and management time
were 10 minutes and 45 seconds, 7 minutes and 15 seconds, and 12 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. I had to move some equipment over and it took a long
time. That contributed a lot to my management time. To improve the ratio, I should
have had equipment already set up.

c) All students had their own racquets and own birdies. There was no problem with
the students practicing at a high level. I instructed them to try swinging without the
birdies to get a feel of what it its like, then with the birdies. I told them to keep eyes
on the birdie and use the center of the racquet to strike the birdie. To improve their
opportunities, I should have used a larger object to strike, like a yarn ball or a
whiffle ball. The bigger the object, the easier it is to strike the object.

d) Since these students were amateurs, theres only one way to go and that is up. I
offered them a chance to progress their skills by progressing them step by step:
without a racquet/birdie, with a racquet/without a birdie, and then with a
racquet/birdie. To improve the skill development of the students, I could have them
do some activities that require them to bounce the birdie off their racquets in an
upward motion (i.e. striking the birdie up in the air).

4) Strengths & Weaknesses in Pedagogical skill set
a) According to the teacher movement SO, I didnt move around the perimeter but I
did move a lot. I moved around the different sides of the activity area. In another
activity, I was moving more on one side than the other.

b) I provided COTS for the grip, forehand swing, and backhand swing. The grip:
shake hands grip. Forehand swing: eyes, pull, swing, and follow through. Backhand
swing: eyes, pull across body, swing, and follow through. COTS were reinforced
during the entire lesson.

c) Students were in front of me as I gave instruction in the beginning and ending of
class. Instructional time stayed about the same as last week.

d) I provided feedback to many students because this skill was difficult. I addressed
feedback to class as a whole and to some students who were really having difficulty.
I offered some corrective feedback on their technique because many werent
swinging the racquet correctly.

e) I did provide demonstrations many times for each skill. Starting with the grip, I
told student to shake their partners hand and the way they shook their partners
hand is how they would grip their racquets. For the forehand swing, I demonstrated
the skill a few times before I let a few students demonstrate. Same with the
backhand swing. During the lesson, I had to stop the activity to reiterate the cues
and demonstrate them.

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. I told students to find a
partner and once they did, come to me, and I will send them to get a racquet.

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 because they were misbehaving and swinging the
racquet irresponsibly.

h) My demonstrations showed some enthusiasm. I am competent in badminton so it
motivated students to perform as well as I did. I challenged them with an activity
that involved them to strike the birdies into a hula-hoop. They really liked that
activity.


3 teaching skills I did well
- Demonstrations with cues
- Adapting to students skill level
- Providing feedback to students

3 teaching skills to work on
- Organizing and setting up equipment to reduce management time
- Transitions
- Give enough room for students space

5) Recommendations for Next Session
a) To improve the lesson quality, I should be more prepared for students skill
levels. I didnt know how low the students skill levels were so I had to adapt during
the lesson. Also during the lesson, I mixed up my activities so that didnt go as
planned. I must be overly prepared for the lesson so I dont make mistakes like that
again.

b) Next weeks content will be a cumulative review of every unit we went through
the entire semester.
Psychomotor (P): SWBAT perform the activities at each station and show a mature
pattern of the movements required at each station.
Cognitive (C): SWBAT show an understanding of the skills without having to think
about the cues.
Affective (A): SWBAT respect other students personal space and play fairly with other
students.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.

I will explain that next week will be a review of all the skills we learned during the
semester to see if the students have retained the ability and knowledge to perform
the skills. I will use the station teaching method, using 3-5 stations for the lesson.
Each station will consist of a different sport and allow students the opportunity to
work on their skills if they have any refining to do.