TigerPrideFinalReport

Overview
:ThepedagogicalskillsIobservedthissemesterwerevolleyball,soccer,football,
basketball,andfrisbee.Thesepedagogicalskillswerecommonlytaughtinaskillsbased
scenario,teamworkandcooperationmethods,andgameplay.

SystematicObservation1
:KristinThrew

ThefirsttimeIobservedKristinteachwaswhenshewasteachingvolleyballduringweek5of
TigerPride.Inthatfirstlesson,therewasalotoftimespentontheactivitiesandobjectives
plannedforthedayhowever,therewasonlyonetaskforthelessoncore,bumpingavolleyball.
Duringthefirstlesson,IdidaTimeAnalysiswhereIrecordedthetimespentonactivity,
instruction,ormanagement.

Therewere10315secondintervalsrecordedastowhetherstudentswereengagedinactivity,
teacherwasengagedinmanagement,orteacherwasgiveninstruction.81outofthe103
intervalsconsistedofactivity,6outofthe103intervalsconsistedofinstruction,and16outof
the103intervalsconsistedofmanagement.Withallofthat,mostofthetimespentonthe
lessonwasstudentsbeingengagedintheactivitiesplannedfortheday.

IalsoidentifiedtwothingsthatKristincouldvedonedifferentlyinthefutureifsheweretoteach
thislessonagain.IobservedthatKristincouldvebeenmoreactivewithfeedbackandteaching
ingeneral.Itisimportanttoalwaysbedoingsomethingwhenteachingandlimitthetime
standingaround.Also,itwouldbehelpfultovarytheactivitiesinsteadofdoing1singleactivity,
sostudentsdontgetboredofdoingthesamethingeverytime.

ThesecondtimeIobservedKristinwaswhenshewasteachingfrisbeeduringweek7ofTiger
Pride.Inthatsegment,IcompletedaSystemforObservingFitnessInstructionTime(SOFIT).
Thisindicateswhetherstudentsareengagedinmoderatetovigorousphysicalactivity(MVPA)
ornot.Thegoalistoachieve50%MVPAthroughoutthelesson.Therewas28minutesand20
secondsbeingobservedforthelesson.Outofthe28minuteand20seconds,11minutesand
10secondswerespentonMVPA.Therefore,50%MVPAwasnotmet.Intermsoffeedback,I
indicatedthatequipmentshouldbefullypreparedtomakesurethereisadequateequipmentfor
eachstudent.Therewasapointinthelessonwheretherewasntenoughfrisbeesforeveryone.
Also,since50%MVPAwasnotmet,itwouldhelptoallowformorestudentmovement.

ThefirstlessonKristinwasnotasactiveasshecouldvebeen.Also,Kristinonlyplannedfor
oneactivityotherthanthewarmup.Thesecondtime,Inoticedsignificantimprovements.
Specifically,Kristinseemedfarmoreengagedandenthusiasticinthelesson.Shewasgiving
morefeedbackandwasmovingaroundmore,andthissparkedmoreenthusiasmamongthe
students.

BothlessonsIobservedforKristinhadsomesignificantimpactsonstudentlearning.
Specifically,Ibelievestudentslearnedhowtocooperateandhelponeanotheroutwhen
needed.Whentherewasntenoughequipment,Kristininsistedthatstudentsshareandbe
respectfulandflexible.FromwhatIveobserved,studentsseemedwillingtoshareand
cooperatewithbothKristinandtheotherstudents.

SystematicObservation2
:ThorenBradley

ThefirsttimeIcompletedasystematicobservationforThorenwasduringweek5ofTigerPride.
ThefirstlessonThorentaughtwassoccer.Throughobservingthelesson,Ididnotseealotof
studentmovement.Outofthe23minutesand40secondsobservedinthislesson,only9
minutesofmoderatetovigorousphysicalactivitywasrecorded.Therefore,50%MVPAwasnot
metforthatlesson.

Intermsoffeedback,IindicatedthatThorenshouldallowformorestudentmovementsinceitis
alwayshelpfultoensurethatallstudentsarephysicallyactiveatleast50%ofthelesson.Also,I
recordedthatThorencouldvemadebettereyecontactwithstudentsratherthanlettinghiseyes
dartaround.

ThesecondtimeIobservedThorenwasduringweek6ofTigerPride.Thorenwasteaching
football.IcompletedaTimeAnalysiswhereIrecordedthetimespentonactivity,instruction,
andmanagementin15secondintervals.Therewas20minutesofthelessonobserved.Outof
the20minutes,therewere80,15secondintervalsthatindicatedwhetherthetimespentduring
the15secondincrementsconsistedofstudentsengagingintheactivitiesplannedfortheday,
theteacherengaginginmanagement,ortheteacherengagingininstruction.48outof80
intervalswerespentonactivity,10outofthe80intervalswerespentoninstruction,and22out
of80oftheintervalswerespentonmanagement.Withthat,mostofthetimewasspenton
activity,whiletherewassometimespentonmanagementandlittletimespentoninstruction.

Intermsoffeedback,Iwrotethatitwouldbehelpfultotalktoeachstudentindividuallyinstead
ofasawholegroup.Also,Iindicatedthatitwouldbebeneficialtonotmakestudentspressured
intoperformingwellforareward.

IdidntnoticeverymanychangesinThorensteachingperformancethroughoutthetwotimes
IveobservedhimalthoughthesecondtimeIobservedhim,thestudentsweremorephysically
active.Inotherwords,thestudentsbecamemorephysicallyactivethesecondtimeIve
observedThorenthanthefirsttimeIveobservedhim.Withregardstostudentlearning,Thoren
wasbetterabletoengagestudentsinphysicalactivitywithregardstohisdevelopmentfromthe
firstlessontothesecondlesson.

SystematicObservation#3
:ChristianFoss

ThefirsttimeIobservedChristianwasduringweek7ofTigerPride.Christianwasteachinga
lessononfrisbee.Forthatlesson,IcompletedaSystemforObservingFitnessInstructionTime
(SOFIT).Asfarastherawdataisconcerned,therewas17minutesand40secondsofthe
lessonbeingobservedforMVPA.Outofthe17minutesand40seconds,7minutesand30
secondswerespentonMVPA.Therefore,50%MVPAwasnotmet.Intermsoffeedback,I
indicatedthatChristianshouldrefrainfromputtingstudentsonthespotasmuch.Also,I
indicatedthatChristianshouldgivestudentsanequalamountofattention.

ThesecondtimeIobservedChristianwasduringweek8ofTigerPride.Christian
simultaneouslymanagedtwobasketballgamesduringthatlesson.Forthatlesson,Icompleted
aSystemforObservingFitnessInstructionTime(SOFIT).Withregardstotherawdata,26
minutesand30secondswererecordedandobservedthroughoutthelessonforMVPA.Outof
the26minutesand30seconds,9minutesand40secondswererecordedasMVPA.Therefore,
50%MVPAwasnotmet.Intermsoffeedback,IwrotethatChristianshouldrefrainfromsaying
thewordguysasmuchaswellasstayawayfromusingnegativepronounssuchasdont,no,
ornot.

InoticedagreatdealofdevelopmentinChristiansteachingperformance.Particularly,injusta
oneweektimeframe,IsawChristiangofromonlyfocusingonafewstudentstodiligently
balancinghistimemanagingallstudentsequally.Thishadanoticeableimpactonstudent
learning.Specifically,Christiansstudentsseemedmuchmoreenthusiasticandengagedinthe
lesson.