When I first met John I felt that he was very open towards me, which meant we gelled quickly. This enabled me to able to help him with his movement skills. In the first lesson he was in my group for the creative dance, so I immediately knew without finding out his background that he seemed to be very physically literate. He was very open to dance and to move his body freely and imaginatively.

After talking to John after the lesson I found out that he played rugby as a hobby, which backed up my observations in saying that he was very physically literate. Also as well as this it was very apparent in the first lesson that the communication skills he had acquired whilst playing rugby had transferred over into his everyday life in school and partaking in any sort of physical activity i.e or dance lessons. This could be seen in the creation of the creative dance. Our group was given the genre of hip hop. Although his knowledge of hip hop dance moves was not the highest, with some prompts from the mentor he was very quickly able to communicate with the rest of his group to organise the routine. He was the member of the group that had the best communication skills and guided the rest of his group along while making the routine, and in the end, they made a very smooth routine. I also found that his that his concentration and engagement in class was very good, I feel this could be because of his participation in sport outside of school. Studies have shown that partaking in physical activity can influence concentration levels. This was shown in a study by Raviv and Low (1990). "The level and quality of concentration were tested before and after each lesson in one class session. Two of the four classes participated in physical education activities, and the other two studied science. Each subject matter was studied the beginning and at the end of the school day. The research design was 2 x 2 x 2 factorial (two subject matters, two times of the school day, and as a repeated measure two times of test for each group at the beginning and end of each lesson). The level and the quality of concentration found at the end of each lesson were significantly higher than at the beginning." -  Raviv, S., & Low, M. (1990). Influence of Physical Activity on Concentration among Junior High-School Students. Perceptual and Motor Skills, 70(1), 67–74. 

From speaking with John at the end of the final lesson I asked him for his opinion of our 3 weeks in the week in school which he said he thoroughly enjoyed, but when i asked him if he would've changed anything he said that he would have like if the lessons were longer to allow the class more time to move and express themselves. This would also have benefited us also as it would have helped us in our approach i getting them to move well and move often.

With regard to our approach in getting the students to move well and move often, I felt that John enjoyed doing the cha cha slide so much was the fact that the song was so inclusive and intense, and there was constant movement throughout the song. This showed how we implemented our approach of getting the pupils to move well and move often. This song was full of different movements which broadened the students horizons to the majority of the different fundamental movement skills, for example skip, slide and hop. 

In conclusion, I feel that our teaching experience was beneficial for all parties, the students of the school and us, the student teachers. Our time at school helped us to develop our confidence and competence as teachers, as well as implementing our approach in helping the students to move well and move often. I felt that I succeed in helping John to move well and often through our dance lessons.