Systematic Observation Report- Week 5

Overview
Teacher:
Session Date:
Grade Level:
Number of Students:
Unit:
Previous Learned Skills:
Facility:
Required Equipment:

Casey Fleming
March 16, 2015
4th grade
20 students
Basketball
Frisbee
Blacktop
Basketballs
Cones
Poly spots
Jerseys

Systematic Observation 1: Time Analysis

Total number of intervals: 120

Total number of Activity intervals: 70 tallies= 1050 seconds or 17.5 minutes dedicated to
activity.
Total number of Instructional intervals: 46 tallies = 690 seconds or 11.5 minutes
dedicated to instruction.
Total number of Management intervals: 4 tallies = 60 seconds or 1 minute dedicated
management.

While conducting Mr. Flemings time analysis, I observed that he used his time wisely. Mr.
Casey does a very good job getting the student active as soon as possible once the class is under
control. Out of the 30- minute lesson, more than half of the lesson was dedicated to the students
actively participating in the basketball dribbling drill. Mr. Casey now knows all the students and
feels ore confident calling their name and tells them when they are doing something wrong. Mr.
Casey did not have many tallies for managing the class. He only had one minute worth of
management whether it was to have the kids sit on home-base, put the ball on the ground and
under their feet, or not listening to Mr. Casey and are being disrupted to the class. For 11 minutes
of the class time he was giving the class instruction, demonstrating the cues of the skill how to
dribble the ball, and asking the students questions about the sport itself. For instructions and
demonstrations, Mr. Casey should explain to the students the reason for the activity and when it
is used in the game in the beginning of the game and review during the closure. For an example,
when Casey began class, he started with Simon says but with defensive moves such as shuffling,
pivoting, and blocking. It was a good idea Mr. Casey had half the class wearing jerseys and half
the class in non jerseys to identify which people should have the ball. A recommendation would
have all students start off with the ball and practice dribbling stationary in an area. This would

give students a longer and better opportunity to have practice handling the ball. Once all the
students had equal amount of practice they then can get into pairs and take turns dribbling the
ball to the cone and back. I liked how Casey had them practice dribbling stationary with each
hand, and then extended the activity by dribbling the ball between both hands, and eventually the
students were able to cross the ball to opposite hands while dribbling and moving. The lower
skilled students were more concentrated and dribbled the ball a lot slower than the other students.
It was apparent they were concentrating really hard to be successful. Mr. Casey did a very good
job instructing the class to dribble with their head up. He would hold different amount of fingers
in front of the students who had the ball practicing their dribble and those students would have to
call the amount of fingers he was holding out loud. This was a good way to check they were
following the cues of keeping their eyes up.

Systematic Observation: SoFit

1600 seconds MVPA = 24:40 minutes of MVPA (Moderate-Vigorous Physical Activity)

For Mr. Caseys basketball shooting lesson, I recorded the students with 24 minutes and 40
seconds of MVPA out of the 30- minute lesson. Casey starts the class immediately once the clock
hits 1:45. Once all the kids are seated on home base he begins the lesson. This lesson, it only
took one minute to divide the students in their groups and begin their warm up. For their warm
up, the kids were in their groups reviewing their basketball passing to one another. Once the
students completed their instant activity, Mr. Casey had a nice transition bringing the students all
together and returning them back to the line to introduce the main activity and teach the class the
cues of the skill how to properly shoot a basketball. All the movement students had was for a
purpose whether it was to move to their basketball court, participate in the activity, or walk back
to home base. After Mr. Casey was done demonstrating and explaining the core activity, the
students had the freedom of the rest of the class time to practice their passing and shooting
rotation with their group. While the students were doing the drill, Mr. Casey was able to walk
around to the different groups and give individuals feedback on how they can improve to
enhance their skills. The more advanced groups were able to move back the star once the
shooting spot was too easy for the students. For next time, I would make sure Mr. Casey has his
back facing away from the students because then he can be aware of his students who are
goofing off not doing what they are told. I thought it was a good idea Mr. Casey assigned pennies
to students to distinguish who belongs in each group. I also liked how he grouped the students
together by their skill level. The more advanced kids were together and the lower skilled groups
were at the shorter hoops. Overall, I thought this lesson gave students a lot of practice working
on their passing and shooting with a basketball.