SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Lab 4 - Object Control

Name: Joe Meyer                 Date:                    Lab Group Day and #: Monstars - Wed

Tasks

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)

TASK A – OBSERVATION/REFLECTION

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 area for me that seems to be difficult for me is using all my resources for the kids. The environment doesn’t bother me at all because the noise doesn’t bother me. At first, the kids got to me a little bit if it seemed that they weren’t enjoying my game or weren’t paying attention to what I was saying. After a few times being there I learned that you can’t control what the kids do to a certain extent.  The only challenge is creating games that use all of the equipment to my advantage. I’m sure through time I will learn how to incorporate everything I have in order to better my game or activity for the kids.

2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?

I think for me to resolve my difficulty is to just use my brain. I have to think about what I am doing for an activity and ask myself why I am doing it that way and if it is the best way to do it. Experience is a big part of this I think too because through time I will learn how to be able to make every activity useful and successful.


MOTOR DEVELOPMENT LAB- Object Control Skills

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

Name of Students (first names only): Jack/Diane         Grades: K                Ages: 6/5

Gender:  Male/Female

Skill

Materials

Directions

Performance Criteria

Jack

Diane

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.

  1. A downward arc of the throwing arm initiates the windup.

Y

Y

  1. Rotation of hip and shoulder to a point where non-dominant side faces an imaginary target.

Y

N

  1. Weight is transferred by stepping with the foot opposite the throwing hand.

Y

Y

  1. Follow-through beyond ball release diagonally across body toward side opposite throwing arm.

Y

N

2. Catch

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.

  1. Preparation phase where elbows are flexed and hands are in front of the body.

Y

Y

  1. Arms extend in preparation for ball contact.

Y

Y

  1. Ball is caught and controlled by hands only.

Y

N

  1. Elbows bend to absorb force.

Y

Y


Lab 4

Object Control Lab

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.

Observation number

1

2

3

Initial Stage

Elementary Stage

Mature Stage

Task two – have the students throw a heavier or lighter ball during a game, record three observations of their throw.

Observation number

1

2

3

Initial Stage

Elementary Stage

Mature Stage