TIGERP.R.I.D.

E
REFLECTIONJOURNALS

ThorenBradley
DeliveryTeam*WarningSomeanswersmaybespreadthroughoutsections.
Week#5
Overview
Week#5atClevelandElementarywasthefinal/summativesoccerlessonforthe3 rd
graders.Weusedahybridenvironmentofasphaltandgrass.However,theasphaltwas
simplyusedfortheInstantActivity,thegrasswasusedfortheremainder. 16 Soccer

balls, 25 Flat Cones, 25 Small 6 Cones, 4 Polyspots and 16 football flag belts
were used in this lesson and none of these items were color specific.
StudentLearningOutcomes

Psychomotor (P): The student will be able to pass to a stationary

target after dribbling 75% of the time.
Cognitive (C): The student will be able to recite general cues of
the soccer dribble and pass 100% of the time.
H-R Fitness (H): The student will remain engaged in MVPA for
50% of the lesson.
Although my Evaluation Team member did not deliver my systematic observation
in time, I was still able to retrieve the necessary information from my teaching
video. I am confident my students achieved both the psychomotor and cognitive
SLOs for the lesson. Although I do feel my MVPA% has improved from my
previous teaching lesson. I am still not comfortable with the MVPA for my week
#5 delivery. You can see in the video that my students spent a little bit too much
time waiting for their teams to be given and management problems within that
period of time. I absolutely loved the way my week played out, I would teach it
the same way again if I could. Unfortunately, the way my MVPA of the lesson is
going it is only going to improve with experience and report exchange with my
students. The preparation is adequate; I simply need some time to execute.

CreatingaQualityLearningEnvironment
a.) Students were given a large time gap to repeat repetitions of the
same skill in a changing environment that way their motor skills
were improved upon.
b.) The skill level was definitely age appropriate and the students are
always offered ways to adjust difficulty up or down.

c.) Students couldve definitely gotten more time for soccer in my

lesson, but I chose to supplement with a form of gameplay they
enjoy in the end to balance out the large amount of structure.
d.) Lastly students work on their cognitive with CFUs, psychomotor
with skill work and even affective with team building exercises.
Studentswereengagedinmoderatetovigorousphysicalactivityforprobablyabout45%ofthe
lesson. Activity saw an increase from my lessons last week but they still need a bit of
improvement.Thewayinwhichthesoccerskillswereorganizedstudentswereallgivenequal
opportunityandtimepracticingtheskillsinquestion.Idohowever;lookforwardtofindinga
waytoincreasedifficultyevenmoreforthosewhoaskforit.(Almostawaytohumblethosewho
aregettingoverconfidentandshowthemtheystillhavesomefundamentalstomaster.)
Strengths&WeaknessesinPedagogicalskillset

Ialwaysmakeitapointtomoveaboutthelessonfrequentlyandmakesurestudentsarenever
undertheimpressionthatIdonothaveeyesonthem.WhenwatchingthevideoInoticedIdid
verywellwithmovement.Icouldvehoweveravoidedturningmybacktoafewofmystudents1
timeinthelesson.Itwasanaccident,butstudentsdonoticewhenyouarentwatchingsoitcan
easilyturnintoasafetyhazard.COTSweregivenindemonstrationsandthroughoutthebulkof
thelesson.Instructionsweresomewhatclearandverybrief,butIoftenfoundmyselftryingto
managewhilegivinginstruction,whichcanoftencauseyourinstructionstocomeoffabitless
concise.Studentswereprovidedwithbothpositiveandnegativefeedback.ButIalwaysdida
goodjob of followinganegative/ constructive criticism with somethingthe student alsodid
correctly.IwillsayIprovidedmuchmorepositivefeedbackthanItypicallydo,andevenmore
individualfeedbackthanistypicalinmylesson.Idoregretnotprovidingsomeofmyslower
soccerplayerswithmoreadvice.DemonstrationswerenotnecessarilyvisualenoughandIneed
tofindawaytoimprovethatwithoutcompromisingattentionspans.Icouldhavedefinitely
providedademonstrationonhowtoweaveinandoutoftheconeswiththesoccerdribble.Ithink
thiswouldvehelpedwiththetinybitofconfusionthatoccurredwithhowtomaneuverthemin
theearlystagesofthedrill.Ihavegottenmuchbetterasusingmystudentstohelpmecleanup
myequipment.Inresult,Ihaveseenahugeimprovementincleanuptimeasaninstructor.I
alwayssetupbeforetheygettherehowever,astoavoiddisruption.Myenthusiasmandinterest
in the lessons seems to help the students stay motivated and my management or corrective
feedbackisalwaysforcontainingenthusiasm(whichIpersonallyseeasawin.)

Positives

Negatives

Ilikedmyenthusiasmandenergy.

MVPAcouldimprove.

Lessoncontainedalotofcontent.

Demonstrationscanbemorevisuallyhelpful

Studentsgettingnoticeablybetter.

Needmoreskillfeedbacktothestragglers.

Recommendationsfornextsession
Next week I intend to take a bit more of a visual approach to my
demonstrationsandinresult,Icanrefertocuesthatthelowerskilledgroup
canimmediatelyrelatetoonavisuallyrepeatablelevel.NextweekIintend

to touch on flag football and attempt the impossible skill of getting all
studentsequallyinvolvedinafootballlesson.

Psychomotor (P): The student will be able to catch a football and

cradle it with appropriate form 80% of the time.
Cognitive (C): The student will be able to recite given cues of the
football catch both high and low 100% of the time.
H-R Fitness (H): The student will remain engaged in MVPA for
50% of the lesson.