TIGER P.R.I.D.

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REFLECTION JOURNALS

UNIT 4: SKILL THEME
OVERVIEW:
The content for this week was on skilled theme: pickleball to a class of 23 third
graders that took place outdoors on the blacktop area. On Tuesday the lesson, was
learning how to backhand and forehand swing a pickleballl racquet, which required 23
pickle ball paddles, 12 wiffle-balls, and 10 tennis balls. On Thursday the lesson, was,
learning how to underhand swing a pickleball, which required 23 pickle balls paddles, 12
wiffle-balls, 6 dome cones, 6 number flashcards (1-6).
STUDENT LEARNING OUTCOMES:
Psychomotor (P):
SWBAT perform a backhand and forehand swing while using the correct cues of the
skills 8 out of 10 times. SWBAT perform an underhand swing while using the correct
cues of the skills 8 out of 10 times.
Cognitive (C):
SWBAT verbally recite the cues of the skills for a forehand and a backhand swing with
85% accuracy. SWBAT verbally recite the cues of the skills for an underhand swing with
85% accuracy.
Affective (A):
SWBAT demonstrate teamwork and positive attitudes by displaying either: high fives,
encouragement, positive communication. SWBAT demonstrate teamwork and positive
attitudes by displaying either: high fives, encouragement, positive communication.
H-R Fitness (H):
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.
CREATING A QUALITY LEARNING ENVIRONMENT:
A)
1. Improving motor skill performance:
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The lesson plans this week provided the students with the opportunity to
improve their skilled theme: backhand, forehand, and underhand swinging
with a short handed implement. The lesson plans gave the students the
ability to practice all three swings with 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 skilled theme: pickle ball that was
presented to the students. These are the beginning skills of swinging a
short handed implement.
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
and forehand swing to their partners in a general open space to get use to
or ask questions about their movements.
The task on Thursday was a refresher of backhand and forehand swings as
well as learning how to underhand swing
4. Integrating learning domains:
Psychomotor: The students were effective in demonstrating their ability
to perform the the backhand swing but had difficult in their forehand and
underhand swings.
Cognitive: The students were able to recite the COTS for the backhand,
forehand, and underhand swings.
Affective: The students facial expressions were all positively different
and their words of encouragement towards their peers were good, which
lead me to believe they enjoyed themselves very much.
B)
Systematic Observations (no data received)
C)
Creating opportunities to practice at higher levels was unfortunately not offered as much
as it should have been. 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 while performing all of their swings. If the students increased
their distance though, they had to make accurate passes to their partner for it to be valid.

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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 on both days. The
perimeter I took was around the area the students were practicing their backhand,
forehand, and underhand swings on both days. On another note, there were specific
COTS that were given for this weeks lesson: [backhand swing] Shoulder-target, Flat
paddle(inward), Side step, Reach back, hit. [Forehand swing] Shoulder-target, Flat paddle
(outward), Side step, Reach back, hit. [Underhand swing] Paddle flat, Reach back (Tick) ,
Step forward (opposite foot), Swing forward (Tock).
I believe the instructions, based on the students reactions, were clearer on both
days. Many of the students didnt know how to properly perform these swings until this
day.
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 skills according to
the COTS were instructed, were praised with positive feedback. Those who were not
performing the skills according to the COTS were re-informed of the COTS and asked
questions of how they believed they could improve their swings.
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 both days were provided with a visual aid and a visual/
verbal demonstration. To my amazement, the students understood the skills and excelled.
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 was sending the
disruptive student inside to the After School Program. I managed to continue my
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enthusiasm after handling the disruptive students to refocus the students attention back
on the lesson rather than the student who was being a distraction
One of the teaching skills I believed to have done well were 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 preplanning on instructions, the clarity on demonstrations, and providing better 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: soccer.

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