Overview

Teacher:

LaurenNakaso

SessionDate:

October1,2015

GradeLevel:

4th/5thgrade

NumberofStudents:

20students

Unit:

FootballSkills(Handoffs&Punting)

PreviousLearnedSkillsDance
Facility:

BlacktoponthebasketballCourt

RequiredEquipment:

20PollySpots
Scarves
20Footballs
Cones

StudentLearningOutcomes
Mystudentlearningobjectiveswereasfollows:Psychomotor:Studentswillbe
abletoproperlyperformthecuesoftheskillforpuntingafootball7outof10times.For
Cognitive:Studentswillbeabletoexplainallthecuesoftheskillforpuntingwith100%
accuracy.ForAffective(A):Studentswillbeabletosupporteachotherthroughpositive
encouragementorfeedbackaftereachturnpuntingtheball.ForHRFitness(H):
Studentswillbeengagedinmoderatetovigorousphysicalactivityforatleast70%ofthe
time.AfterreviewingmySOfrommyevaluationteam,Ihadover50%ofMVPAof22
minutes.Intheend,thestudentswereabletorecitethecuesoftheskillsandwould
attempttoperformthemasaccuratelyastheycould.Nextlesson,Iwouldliketohave
lessmanagementandmorestudentactivity.

QualityLearningEnvironment
This week, I felt that my lesson went a lot smoother on Tuesday than on
Thursday.Mystudentswereabletoachievethefourcriteriaforthelearningexperience.
DuringmyinstantactivitiesonTuesdayandThursday,allthestudentswereengagedand
hadaninterestinparticipating.AtthestartofeachlessonaftertheIA,Iwouldaskthe
studentsiftheyknewthecuesoftheskill.Mylessonwasdesignedforallskilllevels
startingwithstationarypuntingandtheirpartnerwouldgivethemcorrectivefeedbackto
improvetheirmotorskill.Therewereabletopicktheirpartnersforthisactivity.Forthis
lesson,Ionlyhad6minutesofnonMVPAformy28:40minutelesson.Itseemedlike
thislessonwasalittlechaoticwithallthefootballsflyingaround.Aftersometimewith
practicekickingtheballstationary,theywereabletotryandkicktheballbackandforth
totheirpartnerasatarget.Ineedtobestricterwithmystrikesinsteadofreminding
studentstostopandlistentoinstructionsthefirsttimeIask.Thiswillhelplimitmy
managementtimeandhopefullyincreasemyactivitytime.Thefirstactivityallowed
studentstopracticepuntingafootballwithnotargetandfocusnpropertechnique.The
secondactivityallowedstudentstousethefeedbacktheirpartnersgavethemandapplyit
whenkickingtheballtotheirpartners.Thiswastohelpprogressthestudentsinthe
developmentoftheskill.Thehigherskilledstudentswerereadytomoveontoatarget
whilethelowerskilledstudentsshouldhavecontinuedtopracticethefirstactivitywith

noprogression.Attheend,Iallowedstudentstoperformfortheclasshowfartheycould
punttheballwithallthepracticetheyhadduringtheclass.

Strengths&WeaknessesinPedagogicalskillset
Duringthisweeklesson,Ididnothavetoomuchmovementduringthefootball
puntinglesson.Iwasabletostayontheoutsideoftheclassandwalkupanddowntotalk
tothestudentsandprovidethemwithdescriptivefeedback.Inoticedwhenwatchingthe
videoIrepetitivelyaskedthestudentshowtheycoulddobetterfornexttimeorimprove.
Most of my feedback was to individuals to guide them to improve their skill
development.
Whenteachingthecuesoftheskillforpuntingafootball,IthoughtIdidagood
jobinvolvingmystudents.Ihadthemgothroughthemotionsandwalkthemstepby
step.Itmadethedemonstrationquickanditwasclearforthemtounderstandwhenthey
wereabletovisuallydemonstrateforthemselves.Thecotsforthekickingactivity:Hold,
Step,Drop,andKick.Iprovidedademonstrationforthestudentsbeforestartingthe
activity. When going around to each pair, most of the feedback was to individual
students.Inoticedalotofthestudentswerereleasingtheballtosoonandnotmaking
contactwiththeball.IalsofeltthatIshouldhaveinstructedstudenttokicktheirtoes
pointedwhenkickingtheball.Whengivinginstructions,Inoticedmanystudentswere
beingdisruptiveandfidgetingwiththefootballswhentheyshouldhavebeenlistening.I
triedtowalkaroundtoeachgroupandgivethemallsomeattention.Iprovidedstudent

demonstrationsbycertaingroupstohelpassistthestudentswhodidnotunderstandwhat
theclasswassupposetobedoing.IfeltthatIcouldhavebeencleareronhowIwanted
thelessontogobutIthoughtIdidagoodjobattendingtoallmystudentswithfeedback.
BeforeTigerPridestarted,Ipresetupthepolyspotsforthestudentstotransition
toaftertheinstantactivitybutIthinkthatwasabadidea.Ithoughtitwouldbeagodo
ideatohelpmytransitionfromoneactivitytoanotherbutthevisuallayoutwasnotideal.
Ishouldhavekeptthelessonexactlywheretheinstantactivitywasbecausethestudents
couldhaveusedthewhitebasketballlinesasavisualonwheretostand.WhenIsetup
thepolyspots,studentswereconfusedwheretostand.Ialsodidnotpresetoutthe
footballswhichimpactedmymanagementtimebecauseIhadtohandoutafootball
individuallytoeachgroup.Icoulddefinitelyimprovethistransitiontime.IthoughtIdid
abetterjobcallingonthestudentswhowerebeingdisruptivetocheckiftheyarepaying
attentionornotto thelesson.It was alsoto make sure theywill keepquietandbe
respectfulfortherestoftheclass.
Iprovidedthemwithagoodamountofpracticetimetoprogresstheirskillsin
kicking.Ineedtolearnallofmystudentsnames.BylearningalloftheirnamesIwillbe
abletocallonmystudentsbytheirfirstnameratherthanjustpointing.

Recommendationsfornextsession
FornextweeklessonIwillbeteachingbasketball.Iamgoingtocontinuetowork
onmytransitions,equipmentplacementusingmyspacewisely,andorganizationduring
lessons.Theclearermyinstructionsareandifmystudentsareallpayingattention,the

morepracticethestudentwillhaveforthelesson.Ineedtolearnnames assoonas
possibleandmakesureIcanstartmylessonssooner.