SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: _Brittney Olsen__________                 Date: __3/24/11____           Lab Group Day and #: _shimney crickets mon. lab___

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.

This week at St. Marys we observed the locomoter skills of the leap, horizontal jump and the slide. Both children Ana and Eric who are which in kindergarten and first grade were able to perform all skills with knowledge. Ana was able to perform all the skills with knowledge, but showed a elementary level of skill for the leap and horizontal jump. Her arm placement during these skills were geared more toward the elementary level by having her arm more straight then bent as in for the leap, and for the horizontal jump her arms moved out to the side to maintain her balance as shown in the elementary level. Both children were able to show a mature understanding of the sliding skill. Both children, Ana and Eric were simpler in age and ability and performed with three skills with knowledge and understanding.  

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?

My group taught the cafeteria group at St. Marys today. This group is older then the gym group, with grades 2-4. I used verbal communication with the children in my lesson to keep control of the situation and maintain the interest of the student. This also helped me present my instructions for the game more effectively with the children by using a loud voice and enthusiasm. I also stayed in control by using examples like the best listener will be able to be the tagger first and when the children that did not listen as well asked at the end of the instructions I told them they could be next depending on well the listened the next time. I think this tool helped me keep control of the instruction time and helped make the instruction clearer to the students.  

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.

Visiting St. Marys for the past few weeks has been a great learning experience. I have seen that using loud voices and enthusiasm in the classroom has helped keep the attention of the students. I have also noticed that bringing props and dressing up is a useful tool in getting the students attention and making them want to participate more. I think in our time spent at St. Marys I have learned that enthusiasm, control and consistence are all essential to making the games go smoothly.


MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

Name of Students (first names only):_Ana________/__Eric__________                Grades:_k____/__1___                Ages: __5___/__6____

Gender:  __F____/__M_____

Locomotor Skills- (Lab 3) Part 2

Skill

Materials

Directions

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.

Y

Y

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

Y

Y/-

  1. Forward reach with arm opposite the lead foot.

Y

Y

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.

Y/-

Y

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

Y/-

Y

  1. Take off and land on both feet simultaneously.

Y

Y

  1. Arms are brought downward during landing.

Y

Y

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.

Y

Y

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

Y

Y

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

Y/-

Y

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

Y/-

Y/-