Evan Belczyk

Kinesiology 395A
12/6/15
Teaching Reflection #1
While I was at Mount Nittany Middle School for my Kinesiology 395A practicum, I had
the opportunity to teach two lessons. For the first lesson, I taught a class of around forty sixth
graders how to properly throw and catch a football. There were three protocols I established
before the class began. The first protocol was; when I say go you may move, when I say
freeze you must stop. The second protocol was; make sure you are conscience of spatial
awareness so you do not run into one another. And the third one was; a football is a hard object
and shouldnt be thrown at another student if they are not looking. The class began with the
students participating in an instant activity called 1-2-3 tag to get their heart rates up. The
students seemed to enjoy this activity, except that there was not as much gym space for the
students as I imagined. The students were than introduced to the game 2 Minute Drill. The
class was separated into ten groups and each group had four students in it. One student was the
quarterback and another student in the group was a receiver and they would run out to a poly
spot and try to complete a catch. The students would rotate positions for 2 minutes to see how
many successful throws and catches they could make. Once I told students they would be
competing against the other groups, they participated more and they looked like they had fun.
The last activity I taught was named Catch 5. I split up Mr. Jamesons class and Ms. Christies
class on two separate courts. The main objective of the game was for the students to complete
five consecutive throws and catches to their team and they received a point if they did. The first

half of the game the students looked like they were having fun, but during the second half, they
were getting bored since there was only one football in play.
The students were able to meet the objectives I established for the lesson. The first
psychomotor objective was; the student will demonstrate how to properly throw a football by
pointing their non- throwing shoulder towards the target stepping with opposite foot, bringing the
ball behind their ear, and following through to opposite pocket. The second psychomotor
objective was; the student will demonstrate how to properly catch a football by forming a
diamond with their hands when catching above the waist and pinkies together when catching
below the waist. For the first cognitive objective; the student will demonstrate the knowledge of
how to run a designed route in open space during throwing and catching activities. And the
second cognitive objective; the student will be able to measure how much force to use when
throwing to a receiver. The affective objective for the lesson was; the student will use good
sportsmanship and words of encouragement to peers during activities. During the lesson I would
recite skill cues to the students. The skill cues were; point non- throwing shoulder towards target,
bring the ball behind ear, follow through to opposite pocket, form a diamond when catching
above waist, and pinkies together when catching below waist.
For the next lesson that I teach I would like to improve the way I pick the teams and
separate students into their groups. I do not think the way I separated students into teams and
groups during this lesson was the most efficient way, so Id like to limit the amount of wait time
for next lesson. I also want to incorporate games and activities that increase student participation.
Most of the activities for this lesson didnt allow full student participation.

During my set induction, the objectives were never stated which could have affected my
overall lesson since students did not know what was expected of them. For my next lesson, I will
explain the objectives to the class during my set induction. The way I recited the skill cues to the
students throughout the lesson seemed to be effective so I will continue this method for my next
lesson. Since many of the activities did not involve much student participation, the activities I
will create for my second lesson will increase movement.
During the 2 Minute Drill I asked students after each round how many catches their
team completed. The one group told me they only had one point so I encouraged them to try to
make more catches by only running to the closest poly spot instead of the two further ones. After
the next round I asked the same group how many points they had and they said eleven. Since I
used intra-task variation and told them to run to the closest poly spot, they increased their score
by ten points.