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I think I could've guided the children a little bit more during the creative activity especially in the second session of 25mins as this group didn't seem as pro active as the others

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I could've taken a step back for the lead role at time and given my peers an opportunity to to take that leading role and get more involved

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I think we could've given each other more opportunity to take control and get involved in the session as practitioners

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Giving the children and opportunity to be creative and set up their own activity had its benefits bit also meant it took a lot of time for them to decide what they wanted to do

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We could've added an extra activity within the session in the lats couple of minutes to keep the children from getting tedious with the repetitiveness of the obstacle course

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The non- competiveness of our session plan meant it was more difficult to encourage the children to engage

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Reflection at the end of the session was very interactive and we had some lovely feedback from the children

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Questioning worked really well! We asked lots of open questions which encouraged the children to engage even more!

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The session was very inclusive even for those who may not usually get involved in other sessions such as competitive games

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we encouraged their creative aspect of the session which was successful as it gave them a chance to be a little independent which they enjoyed

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The children engaged really well  with the session

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Bounce back into Holly & Kents session to keep the kids engaged, offering them a different stimulus/task to concentrate on.

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Organisation of groups- times where particpants were running across different peoples drills

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The barriers introduced were appropriate to the pupil's skill level, e.g. - throwing bean bag with opposite hand. This gave the session a steady progression and flow

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Spacing the groups apart allowed for trial & error within the groups, this helped them solve the problems put in front of them

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the first time round, we all spoke at once throughout rather than having designated lead roles. Caused confusion and perhaps not a sense of lead

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ultimate frisbee was a new game to them all, should have more focus on personal learning opportunities, learning how to throw it etc rather than rushing with the time we had

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Use more words of encouragements, felt I used "good" way too much

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build rapport with them, focus of name use to make them feel more involved

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Adapted drills on the spot to cater to the participants we had

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Good starting session to build off.

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Weren't really standing around once we got them going

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Enthusiastic with the children, gave them energy which transpired into our session.

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Josh - same as jack with names. Be more creative 

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Josh - same as jack with names. Be more creative 

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The coaching structure in how we approached the session. 1 protagonist and a team leader for each team - this gave the pupils someone if they needed support

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be comfortable being a co-teacher/coach, letting others take control

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Discourse used towards the pupils - have to be louder, more enthusiastic etc

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come up with loads of adaptations for drills incase the drill isn't going to plan and needs to be changed

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Was trying to use there names as engagement but struggled to hear them therefore was calling them different names

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- time keeping of first session
- we had to change the ultimate frisbee the second time round and added drills, make it less hard for them
- instructions weren't clear in first session

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match their energy from the off maybe add some music

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Bibbing the kids straight away worked well for the rest of the session, was quick & efficient.

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First session was tedious for the pupils - lots of standing around. We changed this in the second session by adding a component to keep everyone busy throughout - throwing bean bag amongst each other

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- range of activities with developments
- all were engaged and listened well
- recognised hearing impairment, did 1:1 with him to ensure he understood
- built rapport
- use of demonstrations
- took different roles and helped out where needed

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quite tedious to teach/participate in
not just relying on bigger group numbers, being able to get as much progress with smaller numbers

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Time management - filling the time in-between setting up the next session... there were patches where nothing was happening... need more productive transitions

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Participants made their own adaptions to the session

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wearing Cardiff Met kit and no coats

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timing and just getting them going as soon as possible

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Engagement of all students - 2/3 students per coach, therefore everyone had personal experiences within the session

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constant themes throughout allowed success
worked well because of progression, created a clear plan to improve teamwork which was successful through pupils feedback at the end

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everyone engaged with our session