Health and Physical Education

Lab School Evaluation

DESCRIBE
Positioning
Throughout the demonstrations and instructional time, I centred myself to all the students
in a semi-circle. This ensured all eyes were on me and that I could see each individual
student. Throughout the introduction/warmup activity I remained off to the side as the
activity was difficult to be in a position where I could see all the students. However, I
consistently walked around the boundaries set up for the activity keeping an eye on all
students and the progression of the game. The individual bouncing and dribbling, dribbling
around the gone and dribbling in the space with the knock out activities I was not remained
to one spot, I was walking around mixing with the class throughout these activities, keeping
my eyes on students and being able to decide when to stop the activity and start a new one.
In the knock out activities I decided to include myself so I could be more involved and watch
students carefully. Next time I would think thoroughly and plan/map out ways I could better
position myself such as more centred and at the start or end of the students’ activities.

Feedback, Praise & Reinforcement

During the lesson, I consistently provided students with feedback predominantly at the start
when students were individually bouncing and dribbling the ball such as “It would be easier
if you keep the ball to the side instead of right infornt of you” and “Make sure you keep the
height of the ball at your waist, as it is easier to dribble”. Although it was evident throughout
the rest of the lesson I did not give students much critical feedback and ways they could
better their basketball skills. Next time I would make sure to give students more feedback
such as “Let the ball go off your palms and finger tips” and “Going at a slower pace will help
you control the ball better”. I created name tags for the students to ensure I could approach
and call students by their first names. Having name tags made it easier for me to refer to
students instead of saying “You, he or she”. It was apparent in my feedback sheet that I had
an appropriate balance of general praise and encouragement towards students such as
“Great job!”, “Keep going”, “Make sure you keep the ball at the side not above your waist”,
and “Well done!”. I gave specific feedback and reinforced cues relating to the actions and
movements of students such as “When holding a basketball put both hands on either side of
the ball”, “Keep your eyes up when you can to challenge yourself” and “Keep your eyes on
the ball”. However, next time I would give students more technical feedback throughout
the activities such as ways to defend and knock out someone else’s ball and for students
that were slower reinforce the dribbling cues.

MIP
MIP was attained well throughout the lesson. It was evident in the warm up activity that
MIP was achieved in this activity as each individual student was engaged, participating and
actively learning. MIP was promoted in the individual passing and dribbling activity as all
students had a ball each. This catered for invidual participation and unselfconscious learning
because students were focusing on what they were doing instead of other peers.
Throughout the dribbling around the cone and race activity MIP was also attained because
everyone was involved the only time students were not active was when they finished
dribbling but the break was only for 5-10 seconds long. Although while one student was
dribbling the ball around the cone two other students were watching that student. Next

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time I would plan to create a more appropriate way for unselfconscious learning, perhaps
students could be dribbling while the individual is participating in the race and students
could then use their own ball. It was clear during the dribbling in the space and the knock
out game the MIP was promoted. Each individual student was running around dribbling
their own ball in the space and then eventually all students were knocking each other’s balls
out. Unselfconscious learning was catered for in these activities because each student
always had their own ball always and was focusing on protecting their ball and knocking out
someone else’s at the same time.

ANALYSE
Engagement & Modification
I progressed and modified my activities to suit all students needs and abilities and
challenged those who were excelling. In the first activity, the individual bouncing and
dribbling students stared off simple such as dribbling the ball to themselves with their
preferred hand, keeping their eyes on the ball. The activity slowly progressed up to another
level by students walking around, taking their eyes off the ball, using their non-preferred
hand and then jogging with the ball individually. The activity started off simple but it was my
aim to for students who had minimal experience and refresh the learning of ones that did,
this showed that all learning abilities were catered for. The dribbling around the cone and
the dribbling in the space and knock out game allowed students to put their newly
developed skills in practice (bouncing, dribbling and moving with the ball). When it began to
rain I had to modify the activity by putting students undercover in a smaller space with no
noise but in saying this it did not change the activity. Multiple students showed that they
were challenged from these progressions especially in the race activity and knocking out the
ball because students had an incentive to win and or do well. However, next time I would
add in extra cones or obstacles to challenge students further so they had to bounce around
and not hit the objects.

Privilege
The choice of the activities allowed for greater and engagement and success for students
who had basketball experience or had further bouncing and dribbling experience. It was
evident the beginning of the activities that the students who had greater experience than
others, became off tasks because they had experience with basketball. Allowing students to
pick their own teams is a privilege, so I decided to put students in small groups for the
dribbling around the cone and race. I did this because I knew all the males who excel would
go together and the females would go together. My aim was to mix teams up and combine
male and female team with greater or less experience then others together. The feedback
form indicated I catered for the diversities and varying levels of abilities throughout the
lesson as all students were doing the same thing whether they excelled but students were
also challenged by the knock out activity by choosing students to be the people to knock out
people’s basketball and then the entire class aiming to knock out everyone’s basketball.

Safety
It was clear students felt emotionally and physically safe within the lesson. This was
achieved by setting up a positive and welcoming environment and by observing students
having fun by smiling, engaging and participating throughout the entire lesson. Feedback
given indicated I went through safety aspects before commencing such as students to be

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mindful of others around you, handle the basketball appropriately by holding it with two
hands, do not kick students basketballs out and be careful of the asphalt as it began to rain.
It went through safety considerations with students to make them more cautious and aware
of the potential outcomes that could occur if they do not follow them.

RELATE
Outcomes
The students will:
 Develop confidence with bouncing a basketball (keeping the ball towards the side, not
above the waist and bouncing the ball off the finger pads) throughout the duration of
the lesson. This will be determined by observing everyone having go, progressing from
jogging with the basketball and not looking at the ball and smiling.
This outcome was achieved by observing students successfully throughout the entire lesson
bouncing the ball confidently by keeping the ball towards the side, jogging with the ball and
keeping their eyes not on the ball, keeping the ball not above the waist although some
students kept bouncing it above the waist but after reinforcement of the cues they went
back to keeping it at the wait and bouncing the ball off the finger pads. All students were
having a go, smiling and participating.

 Develop listening and watching skills, being able to follow instructions easily,
concentrate to work successfully. This will be determined by my ability to grab student’s
attention, be engaging, clear and concise with my instructions and what it is that I want
students to achieve.
This outcome was achieved as students could follow instructions after given to them. I did
not have to explain to students more than once what the activity was. It was evident I
grabbed student’s attention easily such as “Eyes this way” and waited for each student to be
looking at me before I gave them instructions and I was quick, clear and concise with my
instructions which allowed students more active learning. However, I did not explain to
students what I wanted them to achieve, perhaps next time I could explain to students what
i expected of them so they could recognise when they accomplish what was expected.

The teacher will:

 Ensure my cues are simple for students to understand and put into practice and make my
instructional time short, clear and concise.
This outcome was achieved as students understood the simple cues as I observed them
putting the cues into practice. My feedback form indicated students had a lot of active
learning time, this showed my instructional time and demonstration was clear, short and
concise.

 Manage time effectively by effective organisation such as setting up the activities prior
to students active learning time, name tags for all individual’s and follow the time frame
given for each activity/progression.
This outcome was achieved by getting out all the equipment and setting up the boundaries
for activities prior to students coming for the lesson. I utilised my helper and asked her to
help me set up and organise the space. I created name labels for each student and this
showed great organisation and allowed me to refer to them by their first names. Although

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my first activity went for longer than planned, next time I would give more time to an
activity rather than minimal time.

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