Skills for managing projects and people

Prioritize supporting your students’ learning in physical and health education while still taking responsibility for planning and guiding that learning. Develop strong class management skills by organizing safe, inclusive activity environments, identifying and addressing safety concerns, and designing meaningful movement and health-focused learning experiences. Use digital tools confidently to find, interpret, and apply resources that enhance learning through physical activity and health education.

Lil'wat word related to this competency - Celhcelh

Ephe 452 Artifacts

For me, this competency is about putting the learning needs and safety of my students ahead of my own, while managing people, space, equipment, and time so that learning in physical activity settings feels organized, supported, and purposeful. This course, that connects to my goal of shifting from just “running activities” to intentionally designing and leading learning experiences.

On this page I have organized my artifacts into two main sections: one from EPHE 437 and the other EPHE 452. The artifacts consist of task cards and self-reflection from students.

Teacher copy_ Standing Attack Smash_ Task Card .pptx

Task Card: Teacher Addition

I chose this teacher copy because it shows how I planned for both student independence and my own role in supporting learning throughout the lesson. The student version was intentionally kept simple so they could stay focused on a few important cues, while this version gave me extra detail that I could use as I moved around, observed, and helped students build on those ideas. Having a more detailed teacher copy made it easier for me to manage the flow of the lesson because I was not trying to overload students with everything at once, but I still had the information I needed to extend learning when the moment was right. This artifact shows my development in managing people and projects through preparation, organization, and being more intentional about how information is introduced.

Smash Ball Self Reflection Div 10. (Responses)

Self Assessment Responses

I chose this spreadsheet of student self-reflection responses because it gives evidence of student learning in their own words and shows how students were making sense of their progress across the Smashball unit. It is a strong artifact because it does not just show whether students could do a skill, but whether they felt they were improving in rallying, decision-making, and contributing to a fair and positive learning environment. The written responses also make the learning more visible by showing specific things students felt they improved on and what they still wanted to work on. I think this makes it a useful artifact because it shows both student growth and my attempt to use assessment to better understand what students were taking away from the lessons.

Student copy_ Standing Attack Smash_ Task Card (roman) (1).pdf

Task Card: Student Addition

I chose this student task card because it shows how I became more thoughtful about managing learning by keeping the task more focused and manageable for students. During my work experience, I found that when I gave students too many cues at once, they often did not know what to focus on or what mattered most. When I simplified the card and reduced it to just a few key cues, their attention became more directed and the quality of their engagement improved. Even though the card included less information, it actually worked better because students were more likely to use the cues and stay on task independently. This artifact reflects my growth in organizing learning experiences in a way that supports student focus while also making the lesson run more smoothly.

Ephe 437 Artifacts

Task Card from EPHE 437

Badminton Lift: Roman Task Card

I chose this task card because it shows how I planned the learning environment so students could work more independently. The clear steps, success cues, and safety reminders help manage equipment, space, and time. It also demonstrates my digital literacy in designing a simple, accessible resource that organizes learning for others, not just for myself.

Instructional Technique: Task Card

This artifact is a snapshot of me teaching with the task card as my main tool. I use it to give directions and reinforce cues. It illustrates how I can mirror movements in real time while keeping safety, clarity, and learning outcomes at the center.

Self-assessment

Managing Project and People Level 2

Artifact Compatency Connection

My Lesson 4 plan and reflection and my summary of Stolz and Pill support my self-reflection in Scientific and Discipline Knowledge because they show that I am starting to connect discipline ideas to practice more intentionally, but I am still developing in how consistently and fully I do that. For integrate and apply core principles, I put myself in developing, and I think that fits because these artifacts show me synthesizing specific concepts rather than just using general teaching language. In Lesson 4, I used a TGfU/game-centred approach by making the tactical problem visible first, then connecting technical cues back to game play rather than teaching technique in isolation (Stolz & Pill, 2014). I also used a play-practice-play structure by beginning with game play, moving into more focused practice, and then returning students to game situations where they could apply those cues again (Hopper, 2025). On top of that, I used representation and exaggeration through 2v2 play, tighter boundaries, and constraints that made students pay more attention to space, recovery, and decision-making, which are key TGfU design principles (Stolz & Pill, 2014). In the lesson itself, I was connecting technical cues like ready position, contact point, and follow-through to tactical ideas like serving into space and recovering after the hit, which shows me bringing together pedagogy, motor learning, skill development, and tactical understanding in one setting (Hopper, 2025). Even with that, I still think developing is the fairest level because I am beginning to do this with purpose, but not yet with full consistency across different contexts.

For informing practice and decision-making, I also put myself in developing, and I think the Stolz and Pill summary supports that well. What stood out to me from that article was that TGfU is not automatically effective just because it is game-based. Stolz and Pill argue that teachers still need to be very clear about what counts as understanding and how they are using questioning, sampling, representation, and exaggeration to support it (Stolz & Pill, 2014). That pushed me to think more critically about my own teaching, especially around whether students were actually understanding the tactical problem or just participating in the activity. In Lesson 4, that showed up in how I thought about cueing, questioning, and making the task clearer and more meaningful. So I do think these artifacts show that research is starting to influence my practice and my decision-making, but I am still developing in how confidently and consistently I can apply that kind of discipline knowledge to improve what I do.

For Indigenous worldview, I also put myself in developing, but I think this area needs to be understood a bit differently. Because of my own colonial background, I do not really see this as an area where I can just claim proficiency based on knowledge alone. I think developing fits better because I am trying to approach it through humility, relationship, and ongoing learning. In the lesson itself, there were values that connect, like collective responsibility, communication, and making the task accessible for different learners, but I would not want to overstate that as deep integration. For me, this is still an area of growth where I need to keep learning, think more seriously about Indigenous perspectives in education, and continue building respectful relationships with local First Nations communities. So overall, I think developing in all three sections is the most honest and accurate reflection of where I am right now.

References

Hopper, T. (2025). Game-based approaches in physical education: Tennis: Complexity thinking and emergent learning (Chap. 13). [Course text excerpt].

Mosston, M., & Ashworth, S. (2008). Teaching Physical Education: First on-line edition. Retrieved from http://www.spectrumofteachingstyles.org/

Stolz, S., & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20(1), 36–71. https://doi.org/10.1177/1356336X13496001

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What are your future plans in relation to this competency?

My goal moving forward is to get more consistent at designing learning environments that are clear, efficient, and easier for students to work through independently. Over my next 2–3 teaching experiences, I want to create and use at least one student-facing resource and one teacher support resource in each lesson, then reflect afterward on whether they actually reduced confusion, improved flow, and helped me manage space, time, and attention better. This goal is specific to how I organize learning, measurable through my reflections and student response, realistic based on what I am already doing, relevant to this competency, and time-bound to my next few teaching opportunities.

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