TIGER P.R.I.D.

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REFLECTION JOURNALS

UNIT 3: MOVEMENT CONCEPTS
OVERVIEW:
The content for this week was on movement concepts to a class of 23 third
graders that took place outdoors on the blacktop area. On Tuesday the lesson, was
learning how to backhand throw a frisbee, which required 13 frisbees
23 hoola-hoops of various dimensions, and an iPhone for music. On Thursday the lesson,
was, learning how to backhand throw a frisbee to a mobile target, which required 13
frisbees and 16 domes cones.
STUDENT LEARNING OUTCOMES:
Psychomotor:
SWBAT perform the cues of the skill for backhand throwing a frisbee 9 out of 10 times
accurately towards their designated stationed target. SWBAT perform the cues of the skill
for backhand throwing a frisbee 9 out of 10 times accurately towards their designated
moving target.
Cognitive:
SWBAT identify the reasoning of their frisbees direction and height with usage of
terminology of levels and release time. SWBAT strategize tactics for backhand throwing
to a mobile target with 85% accuracy.
Affective:
SWBAT demonstrate teamwork and positive attitudes by displaying either: high fives,
encouragement, positive communication, and encouraging a safe learning environment.
SWBAT demonstrate teamwork and positive attitudes by displaying either: high fives,
encouragement, positive communication, and encouraging a safe learning environment.
Health-Related Fitness:
SWBAT recognize the physiological responses to exercise and will be engaged in MVPA
for at least 50% of the lesson. SWBAT recognize the physiological responses to exercise
and will be engaged in MVPA for at least 50% of the lesson.

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Over the course of the week the students learned the movement concept:
manipulation of an object. A few improvements that could have been implemented into
my lessons were the demonstrations on Thursday. Tuesday went very well with the
students being able to understand the skill. The students had a difficult time, on Thursday
though, trying to connect throwing with an object and being mobile. I think this was
mostly the cause of me not explaining the task to them very well. Perhaps doing a
complete run through of the lesson could have minimized the amount of confusion.
CREATING A QUALITY LEARNING ENVIRONMENT:
A)
1. Improving motor skill performance:
The lesson plans this week provided the students with the opportunity to
improve their movement concepts: manipulation of an object. The lesson
plans gave the students the ability to practice backhand throwing a frisbee to
another student in open general spacing.
2. Being appropriate for the experiential level of all students:
The lesson plans for the week were appropriate to 3rd grade. The activities
were simple in their approach and the movement concept: manipulation of
an object that was presented to the students. The beginning skills of
throwing a frisbee are with throwing backhanded. Adding in being mobile
while throwing could have gone well with the improvement of a complete
demonstration of the task.
3. Providing maximum practice time for all students:
The lesson plan provided the students with the opportunity to be in activity
for 50% of the lesson. On Tuesday, the students were required to backhand
throw their frisbees to their partners in a general open space to get use to
or ask questions about throwing backhanded.
The task on Tuesday took up more than half of the lesson, which allowed
the students more practice time to backhand throw a frisbee.
On Thursday, the students were required to backhand throw a frisbee to a
mobile target but due to misbehavior of the entire class the maximum
amount of time was not able to be reached due to the shut down of the
entire lesson.
4. Integrating learning domains:
Psychomotor: The students were effective in demonstrating their ability
to perform the movement concept: manipulation of an object (backhand
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throwing of a frisbee towards a stationary target). Although at moments

they became confused by being mobile then backhand throwing to
another mobile target.
Cognitive: The students were able to recite the COTS for the backhand
throwing of a frisbee but had difficulty strategizing how to be mobile and
backhand throw to another mobile target.
Affective: The students facial expressions on Tuesday were all different
and their words of encouragement towards their peers were good, which
lead me to believe they enjoyed themselves very much. On Thursday
though, their facial expressions were not pleasing and many were upset
by their loss in their activity time, which meant they understood they
didnt like having their activity time then from them.
B)
Systematic Observations (no data received)
C)
Creating opportunities to practice at higher levels was unfortunately not given on
Thursday but on Tuesday it was. The students had a choice, based on their self reflection,
whether or not they wanted to increase or decrease their distance from their partner to
either create ease or more of a challenge. If the students increased their distance though,
they had to make accurate passes to their partner for it to be valid. Of course
improvements could have be adjusted in this area, giving the students a chance to practice
at higher level in either their distance or their throwing pattern.
D)
As perviously stated, only a few opportunities were offered to practice at higher levels for
the students. Pre-planning should have been included before the beginning of the lesson
to allow the students more opportunities for success.
STRENGTHS AND WEAKNESSES IN PEDAGOGY SKILL SET:
My movement, as the teacher, began in front of the students both on Tuesday and
Thursday. The perimeter I took was around the area the students were practicing their
backhand throws on Tuesday. On Thursday though there was very little movement
because of the sudden shut down of the lesson. On another note, there were specific
COTS that were given for this weeks lesson: side to target (outside foot), reach to
shoulder, throw and flick wrist (point to target for accuracy).
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I believe the instructions, based on the students reactions, were clearer on Tuesday
than they were on Thursday. On Tuesday the students we on task and performing the
movement concept with high skill levels. Many of the students didnt know how to
properly backhand throw a frisbee until this day. The same cannot be said for Thursday.
The students were unable to be mobile and hit another mobile target.
All the instructions were given to the students were in the same manner: visible
area (white board), clear ability to hear, and with a quick student- teacher demonstration
while they all sat down on Home Base.
Feedback given to the students, was either for those who performed the task
correctly or incorrectly. Those who participated in the task and did the movement concept
as the COTS instructed were praised with positive feedback. Those who were not
performing the movement concept according to the COTS were re-informed of the COTS
and asked questions of how they believed they could improve their backhand throw.
At times, there were some students who were either doing to the task correctly or
incorrectly who did slip my vision and missed my feedback.
The demonstrations on Tuesday was provided with a visual aid and a visual/
verbal demonstration. To my amazement, the students understood the movement concept
and excelled. On Thursday though there was a brief demonstration with the visual aid of
the COTS and the students had a difficult time understanding the concept.
At the beginning of the lessons, the equipment was pre-arranged. At the end of the
lessons, the equipment was collected and placed back into their bags by the students and
the teacher.
Dealing with disruptive students was a challenge because majority of the students
were being talkative towards other students and sometimes even purposefully disruptive
for attention on Thursday. First warning was verbal. Second warning was having the
disruptive student sit out of the task for a short period. The third warning closing down
the entire lesson and having the students sit quietly until they were released to their After
School Program. I managed to continue my enthusiasm after handling the disruptive
students to refocus the students attention back having a better class the next time we met
One of the teaching skills I believed to have done well was managing my class
and not allowing those disruptive students to take control over the entire class. Another
teaching skill I believe I did well was communicating with the students and providing
constructive feedback. And lastly I believe adding in a visual aid helped them understand
the movement concept. Some aspects that could have been improved on were the pre-

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planning on instructions, the clarity on demonstrations for Thursday, and providing

adaptations for students.
RECOMMENDATIONS FOR NEXT SESSION:
Some strategies I plan to improve on and implement for the next week are my
instructions, my demonstrations, and adaptations to students of high and lower skill
levels. Going into next week the students will be learning about a skilled theme: pickle
ball.

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