SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 – Professor Yang
Lab 4 - Object Control
A. To observe the interaction between Cortland students and St. Mary’s students.
B. Complete Observation and Reflection from Task A Worksheet.
C. Complete Chart (TGMD-2) Overhand and Catching Checklist.
D. Complete Chart (Gallahue Checklist) on Overhand Throw. (If time permits)
1. Reflecting on your experience so far at St Mary’s, what do you think have been some difficulties or challenges you have faced? Consider all areas – environment, children, etc.
One of the things I immediately noticed this week at our Dino Train themed lab was the amount of energy that the children had. They clearly had less focus than usual and were less interested in listening to us and to play our games. Another challenge I ran into was that we were with the younger group this week; which to this point we have not had to opportunity to work with. It was completely different working with the Pre-K groups than working with the older kids.
St. Mary’s thus far has been an experience unlike any other. It is amazing to me the opportunities and experiences we are being given by going to St. Mary’s after school and working with the students. One thing I noticed about St. Mary’s was the amount of equipment they have readily available to use for your game. Where I am from we did not have the equipment that you see here. While teaching the students I have come across a few challenges but the main challenge has been trying to find the best way to present your game to the class before loosing their attention.
2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?
Looking back specifically on this past week at St. Mary’s I would make a few changes in order to make my game more successful. One thing that I would do in order to have the students focus more on the game is to make it more basic and have a quicker expaination with my game. Also, I want to work on keeping my energy up more when my game started to take a downward spiral.
Overall, my main idea for improving at St. Mary’s is to keep a higher energy level even when things go wrong. I’ve done better the past few weeks of explaining my games, but I need to work more so on realizing the age difference and what exactly their attention span is.
MOTOR DEVELOPMENT LAB- Object Control Skills
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Students (first names only):_Maggie__/__Kyle___ Grades:_ K_/_1 Ages: _5_/_6_
1. Overhand Throw
Use a clear space, you can use a variety of yarn balls, tennis balls, etc.
During a game or activity, watch a student throw. Tell the student to throw the ball as best as they can.
Use a clear space, you can use a sponge ball or something soft depending on the individual.
During a game or activity, watch a student catch.
Try tossing the ball underhand directly to the student with a slight arc and tell him/her to catch it with your hands. Only count those tosses that are between the student’s shoulders and waist.
Overhand Throw Checklist
Child’s Name:_____________________________________________ Date: _________________
Your task for this station is to qualitatively assess the student’s ability to perform the overhand throw using the following criteria based on Gallahue (1998):
A. Initial stage.
l. Action mainly from elbow.
2. Elbow remains in front of body; a push.
3. Follow-through - forward and downward.
4. Feet remain stationary.
B. Elementary stage.
1. Arm is swung forward, high over shoulder.
2. Shoulders rotate toward throwing side.
3. Trunk flexes forward with forward motion of arm.
4. Definite forward shift of body weight.
5. Steps forward with leg on same side as throwing arm.
C. Mature stage.
1. Arm is swung backward in preparation.
2. Opposite elbow is raised for balance as a
preparatory action in the throwing arm.
3. Definite rotation through hips, legs, spine, and shoulders during throw.
4. As weight is shifted, there is a step with opposite foot.
Task one – have the students throw a different size ball during a game, record three observations of their throw.
Task two – have the students throw a heavier or lighter ball during a game, record three observations of their throw.