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Teaching Reflection

Teaching Reflection. Arnold Aguirre Humboldt State University KINS 329. Deficits in Teaching T echnique. Lack of implementation of questions following activities Time management Stagnant activities Talking in excess Game design. Implementation of Questions. First teaching experience

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Teaching Reflection

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  1. Teaching Reflection Arnold Aguirre Humboldt State University KINS 329

  2. Deficits in Teaching Technique • Lack of implementation of questions following activities • Time management • Stagnant activities • Talking in excess • Game design

  3. Implementation of Questions First teaching experience • No questions following basketball activity • Reduced learning (Light & Fawn, 2012) F:\00001(1).MTS Second teaching experience • Questions following floor hockey activity were included • Educational experience (Gordon, 2009) F:\00002(3).MTS

  4. Time Management Stagnant activity • Inexperience • Lack of preparation • Set up was slow F:\00001(2).MTS Improvement in activity • No set up • Smooth transition • Improved time management F:\00002(1).MTS

  5. Time Management Talking in excess • Less time for activities • Skill acquisition suffers • Interest declines F:\00002(2).MTS

  6. Time Management Low skilled player Team Handball (third teaching experience) High skilled player *PPA –performs physical activity RI- Receives instruction

  7. Time Management Improvement during activity • More time allotted for games • Less questioning • Health benefits (Bevans et al., 2010) F:\00004(1).MTS

  8. Game Design Inclusion of more players for third activity • Improve critical thinking (Lodewyk, 2013) First teaching experience (basketball) Second teaching experience (floor hockey) Third teaching Experience (team handball)

  9. References Bevans, K. B., Fitzpatrick, L. A., Sanchez, B. M., Riley, A. W., & Forrest, C. Physical education resources, class management, and student physical activity levels: A structure-process-outcome approach to evaluating physical education effectiveness. Journal of School Health, 80(12), 573-580. doi: 10.1111/j.1746-1561.2010.00544.x Gordon, B. (2009). Teaching games for understanding (TGfU). Journal of Physical Education New Zealand, 42(1), 17-19. Retrieved from http://web.ebscohost.com/ehost/detail?vid=12&sid=495e0f1b-dad8-4e7e-b86b-28f93587ef78%40sessionmgr198&hid=112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=sph&AN=47917059 Light, R. & Fawns, R. (2012). Knowing the Game: Integrating speech and action in games teaching through TGfU. Quest, 55(2), 161-176. doi: 10.1080/00336297.2003.10491797 Lodewyk , K. R. (2013). Fostering critical thinking in physical education students. Journal of Physical Education, Recreation & Dance. 80(8), 12-18. doi: 10.1080/07303084.2009.10598368

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