Year 11 Physical Education: Touch Football Reflection Report

This report presents a reflection on a Year 11 Physical Education touch football unit. It begins with an introduction outlining the assignment's purpose: to analyze the learning experience, evaluate individual and group involvement using Figueroa's Framework, and develop strategies for enhancing the sporting experience. The report then delves into Figueroa's Framework, emphasizing the importance of access and equity. The student's performance and progress are detailed, including previous experience, preparation, skills, fitness level, and areas for improvement. The report also examines the student's beliefs and attitudes, highlighting the impact of motivation, self-doubt, and stereotypes. It addresses issues of value, respect, equality, and safety within the class environment. Recommendations for improvement, such as a whole-of-school approach and teacher training, are provided. The report concludes with a personal reflection on the lessons learned, emphasizing the importance of attitude, motivation, equality, and encouragement. The report includes a comprehensive list of references.

Presentation Script
Introduction
The purpose is recording the learning experience of playing touch football with the whole
Physical Education class. This journal would be analyzing Figueroa’s Levels of Framework for
evaluating factors that have shaped individual and group involvement and enjoyment in touch
football, and then accordingly develop policy and strategies for the enhancement of the sporting
experience. It also includes evaluation of our Year 11 class environment on the basis of positives
and issues and concluding with a personal reflection of what I have learnt about my own self.
Figueroa’s Framework
In driving the participation and learning of individuals in any kind of sports and physical
activity, the two most important factors are access and equity. Equity is related with celebrating
and providing value to social and cultural differences of both individuals and society. Equity is
all about being treated equally, valuing human beings, contributing, being listened to, providing
the opportunity to learn and earn some respect (Dowling, Fitzgerald and Flintoff 2012). Access
provides the opportunity to participate, irrespective of age, gender, cultural background, life
experiences, and ability and so on. The 5 stages of Figueroa’s Framework are: Individual,
Interpersonal, Institutional, Structural, and Cultural. The focus of this report would be on the
Individual level (Individual attitudes, values, experience and beliefs).
My Performance and Progress
 Previous experience – in the last school only in a social approach
 Preparation taken - focus, physical, motivation

 Skills – running, passing, defense, communication
 Average fitness level
 Good understanding of the game
 Need improvement: confidence and self-motivation
 Weekly progress: Week 2 - skills and camping, Week 5 to 6 – drills, game playing
My Beliefs and Attitudes
 Starting the touch football unit
 Affected by learning motivation levels
 Week 1-2: self-doubts, self-belief, stereotypes
 Week 3-5: desire to learn and advanced attitude, resulting in better outcomes
 Week 6: effect of carnivals on health and energy (Kane 2015)
Value, Respect, Equality and Stereotypes
 Weeks 1-2: In the beginning I was feeling like I did not fit in, which later turned a
positive leaf
 Weeks 3-6: As my skills improved with practice and I gained confidence, I started feeling
more accepted, respected, valued and treated like an equal
 I sensed the major stereotypes existed in the aspects of culture, ability and gender
 Equality issues were also faced in the same aspects of culture, ability and gender
Safety in Class

 Asking if someone is ready or not so that no mishaps happen
 Using proper sports equipment for avoiding accidents
 Proper coordination among team members to make sure everyone is aware of what is
happening
Recommendations
 Take whole-of-school method for making sure all players are included and equality is
maintained
 Allowing for physical movement in all school-related strategy decisions
 Labelling physical education as a central subject to ensure access
 Observing physical education and openings for physical activity in schools
 Providing pre-service training and professional improvement for teachers so that equity is
maintained
 Confirming equity in admission to physical activity and physical education
Reflection
I learnt in this term that attitude is the key to motivation and learning. The amount I put
in the task is what I would get out of the lesson. I understood I can learn and improve myself in
any sport if I wish and try to. Equality should be given importance, not only winning. Otherwise,
someone or the other would feel left out or unimportant. Encouragement must be two-way
approach. If I encourage someone, they would someday encourage me back. Application of these

learnings in touch football would help me become a team player, all the while making sure I
respect others and maintain safety.

References
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Physical Education: Working with Students in Schools. Routledge.
Dowling, F., Fitzgerald, H. and Flintoff, A. eds., 2012. Equity and difference in physical
education, youth sport and health: A narrative approach. Routledge.
Figueroa, R. and An, R., 2017. Motor skill competence and physical activity in preschoolers: a
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Hard, E.S.P., Schools, H.K., Breaks, I.C.P.A. and Game, B.O., 2012. Physical activity. Fitness
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