SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: ________Jessica Volz__________                 Date: _____10/18/10_____           Lab Group Day and #: Triple Threat Monday Lab #3_

Tasks

A. To observe the interaction between Cortland students and St. Mary’s students.

B. Locomotor Skills Part B Worksheet.

TASK A – OBSERVATION/REFLECTION

Observe the interaction between St. Mary’s students and Cortland students.

1. Observe the St. Mary’s student(s) as they participate in the activities.  Describe the variability of the movement patterns you observed.  Be sure to note with whom you worked, what grade they were in, and any differences in age, gender, or ability.

Today we had both kindergarten and second grade students to watch. You could see that those in second grade were better movers than those in the lower grade. We were able to watch them do a number of different movements and no matter what the movements were it was easy to see which students were in the older grade because they were the better movers. After we split up into our specific groups; this week I was with the pre-k students. They were outside when we went to go work with them. The kids for the most part were playing on the slides and playground equipment. Once they saw us they wanted to run around more, play tag, hide and go seek, and race us. I worked with a group of 4 to 6 girls depending since they would kind of come and go and there was also a little boy that played with us. They wanted to race a lot and I always seemed to lose, but that’s ok. I could see as they were running both the girls and the boy did not really use their arms to run. Once we came back inside; had snack, read a book, it was time to go to the gym. Here we got the students to do a number of movement skills as we played tag and used activity cards that Nikki made. They seemed to struggle with the leap it looked more like a run unless we could get them to slow down when they did it. Also they seemed to have a hard time with the slide. They didn’t really turn their bodies to see where they were going. They also said they were skipping when they were sliding. I tried to get the students to use a different foot to lead to see if it made the task harder. It was easy to see the students would favor a specific foot to have lead and when I made them switch they seem to have a hard time.

2. Describe “teaching strategies” that YOU used today towards connecting with the children.  What were they?  How did YOU use them?  What was the effect?  Were there any strategies that were more effective than others?  If so, why?

 Today with working with the pre-k I tried to connect to the students by getting down to their level. When I talked to them I tried to stay low and be eye level with them. I also tried to ask them a lot of questions about what they were playing to show them that I was interested. When they wanted to start racing I tried to let them always win to boost their confidence. Also I would comment on how fast they were when they were running to almost get them to try even harder. Also when they started to play the games in the gym I tried to play the games too to show that the games were fun. I thought that if they see us college kids playing they will want to play too.  Also by us playing they can see what the movement skills look like and how they can be done properly. I thought this was very effective and the students I think really enjoyed having us there today. I think that by playing the games with them that was extremely effective. The reason being we got some kids that were sitting out to join who might not have done so if we were just standing around. I really feel like asking them questions about what they were laying also was helpful. This is because it got the kids to open up to you and they seemed to like that we wanted to play the games they were. By asking questions I also found that as an easy way to get to know the kids names too. If you can call the students by name they like that you remember who they are.

3.  After being at St. Mary’s for these past weeks and observing and working with the students, can you briefly describe an effective strategy (or strategies) that you used to capture the children’s attention and keep them on task for your activity.

After going to St. Mary’s for a few times I have seen things that work and things that need to be improved to get the students. Things that work really well are using music to start and stop rounds of games. As soon as the music stops the students to stop with is and listen. This works really well and for all grade levels from what I have seen. Also when using a whistle to signal for attention that seems to work, but I think that the students hear it so much that they tend to lose interest. It seems to that a good way to get your students to stay on task once they are playing is to play the games with them. If they see you playing they seem to be more likely to keep playing and playing it correctly.

 MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

TGMD-2: Test for Gross Motor Development- Second Edition- Revised

              K  K  

                               Maria              Chris

Name of Students (first names only):____________/______________                Grades:_____/_____                Ages: _____/______

Gender:  ___F___/___M_____

Locomotor Skills- (Lab 3) Part 2