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Running head: OBSERVATION PROJECT

Health and Physical Education Observation Project


Tanna Cassell & Haley Bradley
Ivy Tech Community College

OBSERVATION PROJECT

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InTASC Standards Rationale Page
Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation.
Name of Artifact: Health and Physical Education Observation Project
Date: September 21, 2016
Course: EDUC 240 Introduction to Physical and Health Education for Teachers

Brief Description:
For this assignment, we Tanna and Haley attended and observed a fifth grade PE/health
class. We visited Homecroft Elementary School, apart of the Southport School District. We
examined the PE/health teacher, Goeff Roell, while he demonstrated/taught his students how to
complete different tasks. He also explained the purpose of these skills. We had the honor to
observe a 30-minute lesson on health and nutrition before the PE class.

Rationale:
To document my understanding of InTASC Standard 3, Learning Environments, partner
Haley and I deiced to incorporate our Health and Physical Education Observation Project. By
completing this assignment, we used our ability to engage in active learning experience, which
supports us fulfilling positive social interactions. We were able to use our collaborative learning
skills with one another to collectively reflect upon, observe, and motivate ourselves within our
community/classroom.

OBSERVATION PROJECT

Introduction:
For this project, we were grateful enough to get the opportunity to observe and
experience a genuine Physical Education and Health class. We, Haley and Tianna, decided to
arrange this observation at Homecroft Elementary School, located in the Southport School
District. We viewed and recorded the behaviors and skills of both the students and the instructor.
We also followed up with the instructor after our observation where we used guided questions to
collect more information. Spending that extended time in the classroom allowed us to gain
knowledge of the teachers instructional style. Throughout this paper, we will share our
experiences and things we observed during our day at Homecroft.

Health Classroom Observations:


We observed a 5th grade health and nutrition class. Although Homecroft Elementary does
not necessarily have a Health class set apart from PE, before the students begin their physical
activity for the day, teacher, Mr. Roell gives them a 30-minute lesson on health. He discusses
hygiene at the beginning of the year, followed by lessons on healthy diets. Roell discusses how
keeping their bodies clean is an important part of keeping them healthy and helping them feel
good about themselves (E. (n.d.). 5th Grade). He mentions how caring about the way you look is
important to your self-esteem. During the visit, the students were educated on basic healthy food
and physical activity choice, measuring and remembering appropriate serving sizes, choosing
healthy foods for balanced meals, and making good food choices at restaurants. Once a year,
Jump Rope for Heart also visits the school and informs the students about the human heart and
why it is important to keep it healthy, which is a state standard.

OBSERVATION PROJECT

Physical Education Classroom Observations:


On a Wednesday morning, we observed a 5th grade Physical Education class. A routine
that was extremely evident at the start of the class, regardless of the grade, was that the students
were required to complete a running lap around the gym. First things first, when they stepped
foot into the gym the students began their laps. This was then preceded with the completion (or
attempt) of doing 10 push-ups. The physical activity that Mr. Roell chose for the class to do that
day, was the Keep it Up, which they practiced with a balloon. This was the beginning day of
their start of a new game, volleyball. Roell first explained the game of volleyball to the students
and explained that they would start with balloons before getting to play with an actual volleyball.
He demonstrated different ways/techniques to properly get a volleyball over the net (bumping,
setting, or spike). Even though they played with a balloon, he still informed the kids that they
were not supposed to intentionally hit one another in the face or sit on the balloons, for safety
percussions. One teaching technique that we highly enjoyed was in fact one that Roell made up.
After explaining the rules, he has his students put thumbs up, neutral (sideways) or down,
indicating how much of the instruction they obtained. On the board, it had an explanation of
what each meant. He would reinstate the rules to those with a thumb down. After all that was
said and done, the students both individually, as well as with a partner, tried to keep the balloon
in the air. He explained to them that if their balloon fell, they had to sit down and self-asses their
techniques and how they did or didnt work. After a few minutes, Roell would get the quiet and
have students volunteer what they and their partners did wrong and/or right. We observed that the
gym did accommodate all of the students and activities, for these classes. The room was open
and had a great amount of space, which makes it possible for them to have more physical activity
options. Because of the fact that there were no handicapped students in the class, each student

OBSERVATION PROJECT

did have the opportunity to participate in the activities being taught. One challenge we observed
was that Roell had difficulties having some students listen to new instructions in-between their
practices. We noticed it was mostly because they were preoccupied with their balloons. To solve
this problem, he couldve had the students put their balloons on the ground while he gave
instructions.

Teacher(s) Perspective:
After observing Mr. Roells gym classes, we were able to follow up with him and ask
about his profession to gain further knowledge. We asked him how much wiggle room is he
given with the curriculum/lesson plans. He replied by explaining that he actually chooses his
own lesson plans. We learned that gym teachers are given a list of sports/activities where they get
to chose which four activities they want to teach, in whatever order for the year. During our visit,
the physical education lesson plan was focused on the learning blocks to volleyball, and the
health lesson plan focused on healthy dieting. Each day, Mr. Roell puts a daily objective on the
wall and has the state standard(s) listed underneath. During the visit, the daily objective plan was
Keep Up The Balloon: SWBAT practice proper volleyball (bump, set, spike) during lead up
games. Standards: 5.1.2 Develop the ability to manipulate the objects with the skills necessary to
participate in games and lead up activities. 5.6.2 Engage in the challenge of new activities.

Summary:
Physical and health education are very important at all ages, but especially children.
Starting healthy lifestyles at early ages is the best way to form great habits (Kovar, S. K.
(2004).pg 97). By completing this assignment, we used our ability to engage in a professional

OBSERVATION PROJECT

learning experience by analyzing the work of others. We were able to collaborate with one
another to collectively reflect upon, observe, and improve our professional needs within the
community. Spending extended time in the classroom allowed us to gain knowledge of the
teachers instructional style. Throughout our observation, we noticed that there is a very little of
health education that is being practiced in elementary schools, which we found disappointing.
Overall, we were very impressed by the way that Goeff Roell educated his students by informing
them on health lessons. We would highly recommend this assignment to other professors,
students, and colleges.

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Reference

E. (n.d.). 5th Grade | Health & Wellness: Physical Development | Parent Toolkit Growth Charts.
Retrieved October 04, 2016, from http://www.parenttoolkit.com/index.cfm?
objectid=8A410BF0-9F22-11E3-87540050569A5318

Kovar, S. K. (2004). Elementary classroom teachers as movement educators (4th ed.). Boston:
McGraw-Hill.

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