PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: _____Pete Johnson ____________________                 Date: ______10/21________           Lab Group Day and #: __3________


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

B. Locomotor Skills Part B Worksheet.


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.

        The two students that I observed were one male, Brett, and a female student, Sara. The students were both first graders. Brett had better mobility for leaping, he was able to take off on one foot and land on the opposite foot, and he also demonstrated a period where both feet were off the ground as well as forward reaching to initiate his leaping. Sara had poor leaping skills; she only demonstrated a period where both feet were off the ground, longer amount of time than running. They both had similar skill level when it came to the Horizontal Jump. Brett was able to flex both arms and knees, with his arms extended behind the body; Sara was able to do this as well. They both took off and landed on both feet simultaneously, however Sara was only able to bring her arms downward on her landing as opposed to Brett. As far as sliding went, although they both were not able to slide both right and left, Brett far exceeded Sara because he was able to have his body turned sideways to the desired direction, he had a step sideways followed by a slide of the trailing foot to a point next to the lead foot and he had a short period where both feet were off the ground. Sara did not demonstrate any of these qualities that entailed a proper slide. For these locomotors skills, Brett had more of an understanding and a higher level of ability overall than Sara.  

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?  

        Some effective teaching strategies that I used for this week were, applauding the students who listened to my directions the first time. There was one instance when I had asked all the students to put away all the balls from the previous activity so I could teach my game, all the students were wound up and didn’t want to listen to my instructions, except for one of the boy students, Jared. He put his ball into the bin and I said “Thank you very much Jared” so the other students would hear. After I applauded him, the other students followed suit and put the balls back into the bin. I had also used my knowledge and love for football to interact with 5 of the students in my cafeteria group who were on the Pop Warner football team. They really opened up to me and were much more enthused at this point. They wanted to play with me and be on my team and wanted to talk to me about football. I was really happy with this outcome.  Another strategy that I used was that I tried to project my voice when I was explaining the directions, this worked eventually but the children were so wound up that it didn’t click right away, and I probably could have been more clear and concise with the directions and how I projected my voice.  

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.

        An effective strategy that I used to capture the children’s attention was that I dressed up for superhero week this week and it was a big hit with the children. When they saw my superman cape, many of them gathered around me and wanted to play the games with me, they enjoyed the fact that I dressed up. This really got them to be more excited about the activities than if I came there in regular street clothes. I also was able to build connections with some of the students by talking to them and asking them questions so that I could converse with them. This allowed me to get the students to open up to me and become more friendly towards me. By doing this they were more willing to hear what I had to say and participate in my activities.

MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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


                             Brett                Sara

Name of Students (first names only):____________/______________                Grades:_____/___2nd__                Ages: _____/______

Gender:  ___Male (1)____/___Female (2)_____

Locomotor Skills- (Lab 3) Part 2




Performance Criteria

Child 1

Child 2

1. Leap

Use a clear space

During a game or activity, watch a student leap. Tell the student to take large steps leaping from one foot to the other foot.

  1. Take off on one foot and land on the opposite foot.


  1. A period where both feet are off the ground (longer than running).



  1. Forward reach with arm opposite the lead foot.


2. Horizontal Jump

Use a clear space

During a game or activity, watch a student jump. Tell the student to jump as far as they can.  

  1. Preparatory movement includes flexion of both arms and knees with arms extended behind the body.



  1. Arms extend forcefully forward and upward, reaching full extension above the head.

  1. Take off and and on both feet simultaneously.



  1. Arms are brought downward during landing.


3. Slide

Use a clear space

During a game or activity, watch a student slide. Ask the student to slide facing the same direction.  

  1. Body turned sideways to desired direction of travel.


  1. A step sideways followed by a slide of the trailing foot to a point next to the lead foot.


  1. A short period where both feet are off the floor.


  1. Able to slide to the right and to the left side.