Artifact Reflection Health Promotion Portfolio

University of Wisconsin Platteville

Title of Experience/Artifact:

BOSU Ball Fitness Assessment and Management Class

Date Experience Completed:

October 2015

Describe your educational experience/artifact:

My artifact is a sheet that I used to reference while instructing a BOSU ball class. There were
about 30 students in the class that I instructed. The sheet is a general guideline, more of an
outline, on how the class should go. I practiced instructing the class and put a lot of work into it.
The reference sheet did not have to have everything on it, because I was just using it more for
time management and to make sure I touched upon everything that I needed to. On the bottom
of the artifact, I included the music that I used for the class.
Health Promotion Portfolio Alignment Standards

I believe this artifact best aligns with standard six, communication, which states: the health
promoter uses knowledge of effective verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration and supportive interaction. This artifact aligns with the
designated standard because; I used many different tools to communicate to the class. First, I
used verbal communication to communicate what we will be doing. This was a huge part of the
class. Only two of the students have used a BOSU ball when I asked the class. It was apparent
that my verbal instructions were clear in order for the students to grasp what we were doing. I
had to be clear with my instructions so they would do the movement properly. I also had to
communicate the importance of the movement, what it is working and modifications to the
exercise. I also used nonverbal communication through my movements to communicate my
energy level and mood. This sounds a bit cheesy, but having a peer instruct a class, it impacts a
class if you do those two things. I believe it elicits a higher level of participation. I also used
media (the music I used) to communicate to the students. This was helping communicate the
timing of the exercises. Not everyone was on beat, but you would expect that in a class. The
music and constant beat helps people find a rhythm to the exercise, so it is not sporadic
movements. It can also keep a movement more challenging since there is a constant pace.
Health and Human Performance Knowledge, Skills, Dispositions Alignment

I believe this artifact best aligns with KSD2.e. organizes physical space, which states: the
candidate has the ability to establish an environment that is safe. Physical resources will be
arranged to best serve the candidate and client in proving productive learning for all involved.
This artifact aligns with the designated KSD because; I organized the exercise studio so that it
was safe and that the class would flow smoothly. There is little space for all the students who are
in the classroom. I had to organize them into staggered rows so that everyone had space and
would not run into each other. I also made sure that no student was close to the walls or spin
bikes. This was a safety concern, but it would also make walking around the room safer when
we stopped to take our heart rates. I instructed the students who had BOSU balls on the
perimeter of the class to still move their BOSU balls further towards the middle to ensure that
nobody would trip over them. I made sure that when we walked around in a circle that we went
around counter-clockwise. I did this because the classroom was organized in a fashion that the
body bars were in the back right corner of the class. After we took our heart rates, everyone was
still walking around in the circle. I instructed them on what weight would be appropriate, and
then they selected a body bar and returned to their original positon. I had to work with the space

given and how it was organized already. I felt the way I organized the class, it made everything
run smooth. It also allowed me to show everyone where their training zone was one on one and
give them feedback. During the actual class time, everyone was close enough also to hear my
instructional cues. They also were organized in a fashion where they can all hear the possible
test questions for their final.
What I learned about teaching/learning from this experience:

I have learned how to use clear communication techniques so that the instruction is clear and my
clients perform the way I want them to. I thought that it would take longer for the class to catch
on and do what I wanted them to do and achieve the goals I had set. Communication is key
when working with clients, or anybody. When you do anything with another person,
communication is vital for success. I learned the techniques I need to use in a group fitness
setting in order to be successful.
What I learned about myself as a prospective health promotion specialist as a result of this:

I learned that I enjoy teaching group classes. It was something that I have done before this
course, but I just felt that BOSU ball would be different. It has a negative stigma around other
peers in my major. Most people fear having to do so, but I have always been the type that wants
to do what others fear. It has a reputation for being the most difficult section to instruct. I did
not think I was going to do well because of prior injuries and surgeries, but they did not affect
my performance. I really enjoyed teaching BOSU ball and educating the students on how to use
them.