Use the Gibbs model and write a reflection report of an interaction between two students or between two teachers in a school environment?
Course: Critical Thinking and Reflective Practices
Course Code 8611
B. Ed Solved Assignment
Answer:
Over the last three months, we have been taking part in several different activities, which wouldn’t normally be included in Physical Education in schools. These included Tai Chi, Martial Arts, Rowing, Skipping, and Parkour just to name a few. Whitehead (2010) suggested that by acquiring a range of movement skills and patterns I would find it easier to access a variety of structured physical activity settings. By taking part in these activities I was able to develop my own knowledge and skills and also see how I could take these activities and develop my skills in that area to then bring them into schools when I become a physical educator.
These different
activities gave me a chance to develop other parts of physical literacy such as
confidence, motivation, and self-expression (Whitehead 2010). Most of the
sessions that I had taken part in I had never done before and therefore wasn’t
physically literate in those areas, some of the sessions also put us into new learning
environments, especially rowing. We must experience different
activity settings as physical competence will be enhanced, only by experiencing
a range of settings will movement patterns and skills be challenged (Whitehead
2010).
For the first
few sessions I was injured and was unable to take part in the activities therefore
I was able to observe the group and watch their development through each
activity and also see if I noticed any reoccurring incidents. One thing I did notice
was the divide between the males and females of the group and the different
levels of confidence they had. Lirgg (1993) found that males preferred mixed-sex classes in schools as they felt more confident, however, the females preferred
same-sex classes as there was more student involvement because there were only
females in the class.
Another thing
that was noticed was the different levels of motivation the students had for
each different activity. Whitehead (2010) defined motivation to be a drive and
eagerness to take part, we need to be motivated to thrive in movement skills, maintain the ability we already have, and make progress. The majority of sports we took part
in caused some of us to feel apprehensive and nervous about taking part as we
had never tried them before. However, there were a few sports activities that didn’t
really cause any of us to feel apprehensive, which were handball and
volleyball. This was because these sports activities had been carried out
before in schools or clubs, I also think as we were in teams and it became
really competitive as a group we fell back into our comfort zones. Whereas street
dance and Tai Chi definitely made us feel out of our comfort zones, this was because
a lot of us hadn’t experienced activities where we had to express ourselves with
body movements and non-verbal communication.
Some individuals
found this quite hard as they seemed to feel embarrassed, we were asked to get
into groups and make up a routine to show at the end of the session, out of
eight groups only two volunteered to perform as the majority of us were all too
embarrassed and didn’t feel comfortable doing it. Comfort zones can be defined
as an image that is formed of us, DePaul (2011) suggested that by letting go of
the fear of making mistakes will help individuals learn to accept mistakes that will
be made and try to compete anyway.
When comparing
this reaction to that of Handball there was a huge difference in confidence
levels and motivation levels just because that competitive team environment is
what we are used to.
Feelings
When I found out
what activities we were going to be doing in this module I felt very excited
and motivated to take part in all of them. Whitehead (2010) proposed that young
individuals need to be aware of different activities and the movement demands
they possess, they also need to gain a rich variety of experiences, and
therefore it was going to be really beneficial to us to try these new
activities.
A few of the sessions,
for example, martial arts and rowing, I was feeling very apprehensive about
before, martial arts being something I had never done before and knew it would
include some sort of wrestling which I didn’t feel comfortable about, and rowing
something that I had always wanted to try but had never been brave enough.
By trying these
new sports which I wasn’t used to taking part in I was able to see how I cope
when out of my comfort zone or in a different environment. Whitehead (2010)
suggested that a physically literate individual can read the environment
taking shape, size, weight, surface, and speed into account All of these can be
linked to rowing, all of which I found really difficult to read and cope with,
however as the rowing session went on I feel that I progressed and was able to
adapt to the environment and become more literate.
Evaluation
Taking part in
all of the different activities was really beneficial for my own personal
development through Physical Education. I was able to experience and attempt
skills that I had never tried before and learn and progress at the same time. A
few of the skills really tested our motivation and confidence levels and put us
out of our comfort zones, for example, Martial Arts.
We had to practice
movements with a partner which were sometimes a bit uncomfortable and close,
however, this is what we had to do to learn the skill, and the amount of
confidence we had and motivation was what kept us attempting the skills.
Whitehead (2010) realizes that complex environments can include those where we
move as individuals without any equipment or we experience unpredictable
situations and we have to interact and move with another individual. Physically
literate individuals should hold enough physical competence to succeed in these
challenges (Whitehead 2010).
Teacher
interactions were one really good experience that I took from the different physical
activities, in Handball, the coach really interacted with us and was asking questions
on what our team was doing well and what we needed to do to improve and try and
win. Whitehead (2010) suggested that the interaction between the coach and the
participant is critical for the development of physical literacy.
However in
Parkour, the coach seemed to become frustrated when students decided they couldn’t
carry out the tasks and they wanted to sit out, a good coach to
develop physical literacy needs to be alert to individuals' responses adapt and
redirect the tasks so that participants do want to take part (Whitehead 2010).
Observing these different types of teacher interactions helped me teach which is the best way to help students progress in their lessons.
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