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Teaching Reflection

Teaching Reflection. -By: Kyle Van Dyke. Instruction Time. Keeping instruction time short increases the likelihood that students will learn while also increasing activity ( Beighle & Erwin, 2013) . Goal: Be as efficient with discussions as possible to keep interest and activity level high. .

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Teaching Reflection

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  1. Teaching Reflection -By: Kyle Van Dyke

  2. Instruction Time • Keeping instruction time short increases the likelihood that students will learn while also increasing activity (Beighle & Erwin, 2013). • Goal: Be as efficient with discussions as possible to keep interest and activity level high.

  3. 2 Minute Mark 1. 2. 3.

  4. Feedback • The critical thinking and emphasis on understanding of tactics and strategies of games provides a more enjoyable learning environment (Slade, 2011). • Providing specific feedback to students allows them to build a better understanding. • “Students are recognized and praised for efforts and positive contributions” score increased from a 1 in first two to a 4 in last.

  5. 1. 2. 3.

  6. 2. 1.

  7. Student Time in Activity • Student wait time decreased greatly from the first activity to the next two. • Coding sheets showed that waiting took up only 2% of time.

  8. 2. 1. 3. -Although the students being more familiar with basketball and soccer increased success, simplifying the activity also made the practice trials go much better. -This increased the time actually spent on activity.

  9. Physical Literacy • The teacher utilized questions that dealt with tactics and strategies that applied to many sports, creating a transfer of learning. • Manipulation of time, risk, and space, combined with questions that make students think through the various aspects of performance leads to a rich understanding (Pill, 1997).

  10. Conclusion • Utilizing TGfU results in better movers within physical education as well as a healthier society (Mandingo & Corlett, 2010). • While it is important for students to gain an understanding and learn new concepts, it is also important for them have fun:

  11. References Beighle, A. , & Erwin, H. (2013). Frig'nphysical education: Management strategies to maximize physical activity. Journal of Physical Education, Recreation & Dance, 84(1), 16-17. Mandingo, James & Corlett, John (2010). Teaching games for understanding of what? TGfU’s role in the development of physical literacy. Pill, Shane (1997). Teaching games for understanding. Australian Council for Health, Physical Education, and Recreation, 29(2). Slade, D. (2011). Early foundations for expert team game performances: The educative value of games teaching in the primary school context. New Zealand Physical Educator, 44(2), 7-11.

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