Zoe Eldridge

Tiger Pride Internship

18 November 2015
Systematic Observation Reports
Teachers Name: Sheldon Simas
Date of Session: November 9, 2015
Grade: 3rd
Number of Students: 20
Unit: Soccer
Previously Learnt Skills: kicking and stopping soccer ball
Facilities: grassy area outside of school
Required Equipment: 10 soccer balls, 20 cones, 20 poly spots
Systematic Observation: Teacher/student demonstrations
On November 18th, Sheldon has started to focus on more specific skills
and fine-tuning of skills in soccer over the lesson. Sheldon first talked
to the students about what they did last week, in terms of kicking and
maneuvering the soccer ball. The students then played an instant
activity to getting moving and their heart rates up. After this, Sheldon
discussed with the students what they would be doing for the day. He
explained that the students would be working on dribbling and passing
of the soccer ball to the students. While explaining this, Sheldon
demonstrated the skill of dribbling and then passing to the students
with a student. Sheldon said the cues of the skill or COTS, which were:
1. Dribble stop, 2. Pass, 3. Dribble to cone, 4. Come back for the
dribble and passing activity. Sheldon showed this with a partner then
had the students each do it in groups. The demonstration helped the
students understand what they needed to do and what was expected
of them during the activity. When the students were watching the
demonstration, all were sitting behind Sheldon so they could all see
and hear from a decent distance. Sheldon also used the soccer ball
when demonstrating how to properly dribble and pass the soccer ball.
Sheldon also demonstrated how to dribble with the inside foot when he
saw some students having trouble fully grasping the concept. Sheldon
advocated to the students to make sure to dribble with their inside foot
and not the top. One thing Sheldon could have worked on with the
students was giving one on one demonstrations to the students that
were having troubles or pairing students that were more skilled with
students that were less skilled. By having the students help each other
out, maybe all of the students would understand dribbling and passing
better. Many of the students had a hard time controlling the ball or
working on accuracy also. It might also have helped the students were
working in bigger groups instead of pairs. This way they would not be

so bunched together and would have an opportunity to pass and kick

to different students.