Casey Fleming

Dr. Wyant
Tiger Pride
October 27th 2014

SO Report week 5

Overview
On October 27th, Tyler bates taught a physical education lesson to a group of
rd
30 3 graders. The focus of the unit was soccer with a focus for this day on Passing
and Trapping, previously students learned throwing and catching. The lesson took
place on grass in a shaded area. In the lesson, Tyler used 30 soccer balls and 4
cones.
Systematic Observation 1
The first systematic observation that I completed was the System for
Observing Fitness Instruction (SOFIT), which tracks the movement of 3 students to
see if they participate in moderate to vigorous physical activity during the lesson.
For this weeks SOFIT Tyler had 4 minutes and 30 seconds of activity time from his
students. The first student skewed the data by not participating at the start of the
lesson. The equipment was a problem during this lesson and maybe different
planning of the equipment can help increase MVPA for the students. Tyler could
also try to change the organization of his soccer drill to help increase MVPA for this
lesson.
Systematic Observation 2
The second systematic observation created for this lesson was the
Idiosyncrasies used during the lesson. This systematic observation is intended to
keep track of how many times the teacher uses filler words, idiosyncrasies, during
the lesson. For this lesson Tyler, had 2 main words he used as fillers during the
lesson and one word that was found a few times. The word ok has gone down a
great deal now being only 9. The word alright is still up at 33 times, while the word
so was used 8 times. Next time Tyler could try and replace the word alright with
some sort of question or checking for understanding for students to limit the
number of uses. I think practicing the instructions before hand can also help to
reduce the number of idiosyncrasies
Systematic Observation 3
The third systematic observation that I completed for Tyler was the
Teacher/student Demonstrations. This systematic observation is intended to
analyze the demonstrations that the teacher uses before or during the lesson.
During this lesson the data shows that Tyler used two different demonstrations, one
for the wizard tag and one for the soccer pass. Tyler did a good job of using student
and teacher for the wizard tag. For the Soccer pass demonstration, he used cues
which was good and did it at the correct speed. Tyler could increase his
demonstrations by providing the instructions before the demonstration is
performed. He could also try to bring in a visual aid to help the students understand
the organization of the drill.