988946675

HESP 187 D
Tiger Pride Fall 2014

I collected data and analysis over 8 week of Systematic Observation (SO) as an

Evaluation Team (ET) in Tiger Pride. In my part, I collected 3 SOs; Teachers
Movement, Feedback/Questioning, and Time Analysis. Id like to open my Final SO
Report by introducing what each SO does for Delivery Team (DT) PE lesson for Tiger
Pride.
First, Teachers Movement is the data represents how the teacher (DT) moved
around during their activities (instant, main, and closure). I also collected data
how the teacher give a practice (instruction or correction of COTS, behavior)
during this movement with 3 different types: large, small, and individual student.
This relationship will represent how the teacher was active and focused on his
lesson with his/her students.
Second, Feedback/Questioning is the data represents how the teacher manage the
lesson by giving a feedback or questions to his students. The teacher should give
feedbacks/questionings toward class, group, or individual. There could be four
purposes to give them a feedback/questioning: skill development, behavior,
chickening for understanding, and others. As the teacher gives more skill
development feedback/questioning, the lesson increase the chance of better
qualified lesson. This SO represent how the teacher controls his lesson.
Time Analysis is the last data I observed. Its the data that represents students
activity, instructions, and management times. Activity is the data when more than
50% of students involved (playing or doing the given activity) with the teachers
lesson. Instruction is the data when students pay attention with the teachers
instruction of the given activity. Management is the data when more than 50% of

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Tiger Pride Fall 2014

students are not doing the given task by the teacher (doing their own stuff,
moving around, water break).

Teachers Movement.
Overall Chriss Teachers Movement throughout 8 weeks, it improved by length
he moved and the quality of his movement related with student teaching. Here are some
visual overall data for past 8 weeks.

Chris's Teacher's Movement

20
18
16
14
12
10
8
6
4
2
0
Week 2

Week 3

Week 5

Week 6

# of Large Group

# of Small Group

# of Individual

Week 8

* No Teachers Movement for Week 1, 4, and 7 due to 1 day of Tiger Pride

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Tiger Pride Fall 2014

Size of

Week 2

Week 3

Week 5

Week 6

Week 8

Medium

Small

Large

Large

Large

36

22

19

38

20

movement
(overall)
Total # of
practice area.

* No Teachers Movement for Week 1, 4, and 7 due to 1 day of Tiger Pride

Overall, Chris did improve of his teachers movement. In 2nd week (the first time
to analysis his data), he didnt move around that much and did give a lot of practice. This
means he stop moving and reply all those unnecessary questions (not related into the
activity) that students asked. However, as he moved forward and on the data above, he
increased the practices of students task (skill related answers) and his movement. This
means he felt much comfortable to dealt his students and able to move around to
participate and teach flexibly with his students.
Students were able to focus to learn their lesson with fun, by Chris improve
Teachers Movement. Students were able to participate their PE activity with their
teacher, instead the teacher just standing there and order them what to do. He able to
teach and have fun not only himself, but with his students by improving his Teachers
Movement.

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HESP 187 D
Tiger Pride Fall 2014

Feedback/Questioning
Overall, Chriss Feedback/Questioning quality improved by not the amount of
number that he gave feedbacks/questions to his students, but the actual quality of those
questions/feedbacks. The data below represents:

Chris's Feedback/Questioning - Purpose

14
12
10
8
6
4
2
0
Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Total # of Skill Development

Total # of Behavior

Average # of Checking for Understanding

Averge # of Others

* Week 1, 4, and 7 had only one day of Tiger Pride.

Week 7

Week 8

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Tiger Pride Fall 2014

Chris's Feedback/Questioning - Target

16
14
12
10
8
6
4
2
0
Week 1

Week 2

Week 3

Week 4
Individual

Week 5
Group

Week 6

Week 7

Week 8

Class

* Week 1, 4, and 7 had only one day of Tiger Pride.

(Scale 1 5; 1= low, 5= high)

*Week

Week 2 Week 3 *Week

1
Quality of

Week 5 Week 6 *Week

4
3

*1

Week 8

7
4

Feedback/Questioning
* (He had to stop his activity because students didnt behave well to participate)
* Week 1, 4, and 7 had only one day of Tiger Pride.

Overall, Chris did improve his Feedback/Questioning for student. The biggest improvement he
had was the quality. In first week, he was busy giving a behavior feedbacks to his students. After

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Tiger Pride Fall 2014

week-by-week, he gave more skill related feedbacks to his students, such as; correcting their
COTS, praises, etc. Also, in his first week, mostly he gave feedback towards to class. After
couple weeks, he gave more individual feedbacks (mean good quality; skill development
feedbacks) to not only the individual could develop his/her skill but also that affect others to
encourage participating the activity by watching and listing what the teacher said and
demonstrated.
The purpose of Feedback/Questioning is to improve students focus on the given activity.
This SO is a bridge to lead them to be active during the PE lesson. By Chris improving his
Feedback/Questioning skills, students enjoyed and participated their activity better.

Time Analysis
From all Systematic Observation I analysis, Chris improved the Time Analysis the most.
Here are some data to present his 8 week of Time Analysis.

Chris's Time Analysis - Intervals

160
140
120
100
80
60
40
20
0
Week 1

Week 2

Week 3

Total # of Activity intervals

Week 4

Week 5

Total # of Instruction intervals

Week 6

Week 7

Week 8

Total # of Management intervals

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HESP 187 D
Tiger Pride Fall 2014

* Week 1, 4, and 7 had only one day of Tiger Pride.

Chris's Time Analysis - Minutes

40
35
30
25
20
15
10
5
0
Week 1

Week 2

Week 3

Week 4

Week 5

Total Minutes of Activity Time

Week 6

Week 7

Week 8

Total Minutes of Instruction Time

Total Minutes of Management Time

* Week 1, 4, and 7 had only one day of Tiger Pride.

*Week

Week 2 Week 3 *Week

Week 5 Week 6 *Week

Week8

Week
1~8

Total # of Activity

38

45

73

55

48

104

377

Total # of Instruction

53

55

10

25

31

26

34

242

Total # of Management

95

150

143

86

133

140

52

94

893

Table 1. Total Time Analysis Data 1: Intervals.

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HESP 187 D
Tiger Pride Fall 2014

* Week 1, 4, and 7 had only one day of Tiger Pride.

*Week

Week 2 Week 3 *Week

Week 5 Week 6 *Week

Week8

Week
1~8

Total Minutes of Activity

9.5

11.25

1.5

18.25

13.75

12

26

94.25

Total Minutes of Instruction

13.25

13.75

2.5

6.25

7.75

6.5

8.5

60.5

Total Minutes of

23.75

29

35.75

21.5

33.25

35

13

23.5

214.75

Management
Table 2. Total Time Analysis Data 2: Minutes.
* Week 1, 4, and 7 had only one day of Tiger Pride.

As shown above data, Chris highly improved on his Time Analysis. As each week went
by, his most of his activity time increased and his management time decreased. Mostly he
maintained his instruction time to teach over his lesson through his students. His strategy to
increase the activity time was feedback improvement. At first, he tried to teach all of his student
at once and that decreased not only his activity time but also increased the behavioral feedback.
In week 8, his individual skill development succeed to increase activity time, in a result not only
his individual skill development encourage that particular student to rejoin the activity, but also
did affect others.
The fact of increasing activity time and decreasing management time impact more
students to involve his activity. Also, this fact gives a high chance to the teacher to create better

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Tiger Pride Fall 2014

quality of feedback or lesson during lessons because students involve with activity. If
management time is high, that means the teacher will have less chance to create better
demonstration (instruction) or activity because he has to spend time to manage students who are
not participating.