Scientific and discipline knowledge

Connection to Compentancy

For me, Scientific and Discipline Knowledge is about using actual concepts from the field, not just gut feeling, to explain what is happening in games and then make better decisions for myself and my learners. My first artifact is the Tactical Concepts reflection, where I used the four tactical ideas of time, space, force, and risk to explain how our adaptation rules changed rallies in badminton, and then described in detail how I used things like tight net rolls, deep lifts, and changing court size to control tempo and shot choices for both players. My second artifact is my Use of Biomechanical Principles reflection, where I broke down impact point, grip, hitting zone, and the chassé step and then analyzed my own video to see how split step timing, reach, racquet-face control, and use of my non-racquet arm affected my performance and what I needed to change. Together, these artifacts show that I can take discipline ideas from readings and class (tactical concepts and biomechanical cues) and apply them directly to my own play, using specific language to describe what worked, what did not, and how to adjust next practice. My strengths here are being honest and specific in self-assessment, connecting cause and effect between the concept and the outcome in the rally, and using written reflection to plan concrete changes like “split, step, lunge, then hit” or adjusting the racquet face for depth. Referring to the proficiency chart, I would place myself at the proficient level for integrating and applying core principles, and for informing practice and decision making, because I am using core discipline ideas to explain my own experiences, give feedback to a partner, and plan next steps in my learning. At the same time, I am still at an emerging to developing level for Indigenous worldview skills, because these artifacts mainly focus on tactics and biomechanics and do not yet show me connecting my practice to Indigenous perspectives or land-based understandings. 

Going forward, my goals are to keep deepening my use of tactical and biomechanical concepts in my reflections and lesson planning, and to intentionally bring Indigenous ways of knowing into how I frame games, space, and relationships, so my discipline knowledge is more holistic and grounded in multiple worldviews.