Skills for managing projects and people

Artifact Compatency Connection

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. In this course, that connects to my goal of shifting from just “running activities” to intentionally designing and leading learning experiences. My first artifact is the task card I created for my lesson, which breaks the skill down into clear steps, success cues, and safety reminders; I chose it because it shows how I plan the environment, anticipate questions, and use digital tools to present information in a simple, accessible way that lets students work more independently. Task cards extend further when organizing a class because it changes the assessment metric from being the old school "how can you do the movement" to instead "how well can I teach this to my peer". My second artifact is me instructing the class using that task card, where I refer back to the card to give directions, reinforce cues, clarify expectations, and support learning outcomes; I selected it because it captures how I manage the group in real time, balance talking and doing, and use the card as an anchor so students are not waiting on me for every small decision. I made sure to demonstrate the information while explaining it and showing them the que card so they can see specifically what they need to do. This gives the learning multiple means of engagement, reducing cognitive load while increasing retention of the information. Giving cues while the action is being done is important because then the participant begins to know what it feels like to do it correctly, and they can reflect on their own performance without a teacher correcting them instead, it is peers working collaboratively. Together, these artifacts show strengths in clarity, preparation, and consistency, as I keep language and cues aligned, check for understanding, and organize tasks so students can focus on learning rather than confusion. Referring to the proficiency chart, my artifacts place me in the extended category for both managing and organizing the environment and creating a productive, safe, and inclusive learning environment, and proficient for digital literacy. The task card and my instructions show that I deliberately use space, equipment, and constraints to shape how students move and learn, and I can explain how those design decisions support safety, engagement, and tactical understanding. They also show that I plan multiple entry points, success cues, and safety reminders so diverse learners can participate as peers while I scan and adjust in real time. For digital literacy, the task card demonstrates proficient use of digital tools to organize learning and guide students, though I am still developing more creative, community-oriented uses.

Going forward, my specific goals are to build more flexibility into my plans, differentiate the task card more clearly for varied learners, and keep improving how I scan the space, notice emerging safety or engagement issues, and adjust instructions and groupings without losing the overall flow of the lesson.