From discussing how she felt each class went I began to comprehend freyas learning style. She said she enjoyed reading from the learning wall and looking at the images of the various activities we were going to do in class. Activity cards were a key learning que that we used throughout our lessons. Freya stated she preferred having the activity cards which had a diagram/image than the cards which just writing on them. Freya was clearly a visual learner (Ried 1995). Gaining a better understanding of the task if she saw an image or demonstration. I aimed to integrate visual ques into each lesson to satisfy freyas need for visual aid in the class. 

 

“really good Darren, you kept your arms nice and straight. Maybe next time try to tuck your chin into your chest a bit more but that was really good body tension keep that up.”

Partner balance back to back arm chair,

“ok guys that was a really good effort ye had a really good starting position, just try to remember to keep your body nice and still keeping your muscles tensed all the time, really liked your teamwork in your last effort.”

Unfortunately, some students would not participate our take interest in the class and certain activities. Following instructions from the teacher we did not insist or try to persuade the student to join. The teacher stated that the more pressure put on these students the more they would resent the task/activity. Instead we aimed to make the class appear fun and enjoyable in that the student will decide themselves from observing that they would like to take part. This approach involves enticing the student to decide for themselves to take on the task. The student is challenged to intrinsically motivate themselves to take on the task (decci, 1985).

Taken by surprise on the first visit to the school our group realised that it would be crucial to alter our lesson plans for a less equipped and less spacious teaching environment, a major problem currently faced by physical educators world wide (Pühse & Gerber, 2005). To combat this we decide that it would be more efficient to split the group into four parts assigning each group one teacher, when teaching the main activities in gymnastics. I believe this was an excellent idea, not only was it the most effective way to use what little resources we had but also was the safest way possible to gymnastics in the teaching environment.

Although the fourth class teacher had told us that her students had taken part in a six week gymnastics programme, our group was taken by surprise by the amount of students who struggled with the tasks. It was crucial after our first week that we prepared regressions of every activity in our plans (P.Brown, 2018). This would ensure that if students were struggling we could quickly alter the activity and allow for a more inclusive lesson. In reflection I will not enter classrooms in future expecting students to have good knowledge of the subject with out testing them first.

A real struggle for our group was re-capturing the attention of students. Big numbers, small hall and not knowing student names made it very difficult for us to control the class. I believe that a whistle would have been essential in re-engaging students. We also learned of a new tool used by the fourth class teacher. In which she would clap a certain rhythm( 1,2 and 1,2,3) and when the students hear the teacher clap this rhythm they would respond by clapping the rhythm back, followed by complete silence.

The Co-operative Learning instructional model will be used to deliver the content for this scheme of work. Johnson, Johnson & Johnson-Holubec (1994) define co-operative learning as a successful learning strategy in which small teams, each with students of different ability levels, use a variety of learning activities to improve their understanding of a subject. This instructional model focuses very much on the Affective Learning Domain in the sense that students work through a given assignment until all group members successfully understand and complete that given assignment (Luttrell & Chambers, 2013). Positive interdependence, individual accountability, group processing, social skills and face-to-face interaction (Johnson, Johnson & Johnson-Holubec, 1994) are the five key elements that are necessary for successful co-operative learning, and the way that students interact with each other is as important as the content learned. Although the co-operative learning instructional model is often very focused on Team Challenges in the PE class, I believe this particular instructional may also be of benefit when introducing students to the strand of orienteering. As Kagan (1992) found, co-operative learning can be incorporated to any PE context as long as the simply idea of co-operation is stressed to the students in advance of the lesson. Co-operative learning focuses very much on the ability of the group to accomplish tasks by working together and co-operating (Luttrell & Chambers, 2013; Gunter, Estes & Mintz, 2007). Research on the Cooperative Learning Model suggests that it enhances young peoples’ engagement with and participation in physical education (Dyson & Strachan, 2000) and so this will benefit especially the learners who are usually not into the more common field sports such as rugby and hockey.