TIGER P.R.I.D.

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REFLECTION JOURNALS

UNIT 6: SKILL THEME
OVERVIEW:
The content for this week was on skilled theme: overhand throwing to a class of
23 third graders that took place outdoors on the blacktop area. On Tuesday the lesson,
was learning how to overhand throw to a stationary target, which required 11 gator balls
and 30 dome cones. On Thursday the lesson was, learning how to overhand throw to a
mobile target, which required 11 small gator balls, 50 dome cones, 5 medium cones, 10
hoola hoops, numbered flashcards 1-5.
STUDENT LEARNING OUTCOMES:
Psychomotor (P):
SWBAT perform an overhand throw while using the correct COTS 7 out of 10 times.
SWBAT perform an overhand throw to a mobile target while using the correct COTS 8
out of 10 times.
Cognitive (C):
SWBAT recite the COTS for overhand throwing with 85% accuracy. SWBAT explain
why holding up their arms is crucial for aiming towards their target with 95% accuracy.
Affective (A):
SWBAT demonstrate teamwork and positive attitudes towards others by displaying
either: high fives, words of encouragement towards others, and encouraging a safe
learning environment.
H-R Fitness (H):
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: overhand throwing to a stationary and mobile
target. The lesson plans gave the students the ability to practice all skills
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: overhand throwing
to a stationary and mobile target which was presented to the students.
These skills were briefly touched on and integrated from other lessons that
were presented earlier in the semester.
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 overhand
throw to a stationary target. On Thursday, the students were required to
overhand throw to a mobile target but due to some disruptive behavior the
lesson was cut short.
4. Integrating learning domains:
Psychomotor: The students were effective in demonstrating their ability
to perform overhand throwing towards a stationary target but not to a
mobile target.
Cognitive: The students were able to recite the COTS for overhand
throwing.
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 on Tuesday but
on Thursday, due to the early ending of the lesson, the students were
asked to sit down and not participate for the rest of the day.
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 their overhand throws to a stationary target.
As for overhand throwing to a mobile target the students were not given any
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opportunities based on their behavior. Although if the students increased their distance,
they had to validate their abilities through the teachers assessment then were allowed to
proceed.
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 skills. On another
note, there were specific COTS that were given for this weeks lesson: [Overhand
throwing] Step Forward, Superman , Reach Back , Hand-to Pocket.
I believe the instructions, based on the students reactions, were clearer on Tuesday
than on Thursday. Many of the students didnt know how to properly perform these skills
until this Tuesday but when trying to implement a mobile target once again, the students
had difficulty trying to perform this task.
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 overhand throwing.
At times, there were some students who were either doing 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
when throwing to a stationary target but was unknown if they could overhand throw to a
mobile target due to their misbehavior.
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.

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Dealing with students who were disruptive came with a process: 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 enthusiasm after handling the disruptive
students to refocus the students attention back on the lesson rather than the student who
was being a distraction. As for Thursday, all of the students were off task and required for
me to cut the lesson short and have them be seated until the end of Tiger Pride.
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 two separate skilled
themes.

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