SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: ___Brandi Balcom_____________                 Date: ____3-22-11_____           Lab Group Day and #: __Monday Pre-K_____

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.

Some of the students even though they were all in the pre-k were able to do most of the movement patterns like hopping but they tired very easily. One of the things that I noticed is that both boys and girls would jump off of two feet but not land on two feet, usually they would stager their stance so they landed on one foot and then the other. When we were observing the older students in kindergarten they were able to perform the tasks a little more smoothly but did not complete it exactly the way that it should be done. For example with the leap the boy was able to complete more of the criteria than the girl was, but the leap was hard to distinguish from a run because they did the leap so fast that it turned into a run. The slide was a little tougher for the students, some were excellent at it while others had a harder time making sure that their bodies were turned sideways and they were stepping to the side and not in front of their bodies. The boy was able to complete this more accurately than the girl also, but neither of the students switched directions, they kept sliding in the same direction the entire time which was usually to the right.

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?

I did not teach any games in the gym however I did a craft for the pre-k. Before I started the craft I made sure that all the students were involved and sitting before any of the activity was passed out to make sure that all the students understood what they were going to be doing. I made sure that I used a loud enough voice so that my peers who were helping out were able to understand what I was trying to accomplish. What I should have done before hand was to make a horse to show the students instead of trying to explain because when they are that young visual aids are more helpful than verbal aids. The students really liked the activity though because we made the horses face from their foot so it made it more personalized for them and they really enjoyed that.

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.

        I have learned that visual aids are a great tool for the students to understand exactly what you want them to do. Switching up the game is also very helpful, for example changing the way that they can move across the gym floor added an extra level for them to have to follow and I feel like they really liked changing games up like that. Music is a great tool also, when playing games they really like moving to the music and being involved with everyone. A loud clear voice is one of the most important things because it gets the students attention quickly and lets them know just exactly who they should be looking at and paying attention to.


MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

Name of Students (first names only):______leanne___/__kyle____________                Grades:_K____/__K_                Ages: __6/__6__

Gender:  _____girl__/__boy______

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.

no

yes

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

yes

yes

  1. Forward reach with arm opposite the lead foot.

yes

yes

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.

no

no

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

yes

no

  1. Take off and land on both feet simultaneously.

yes

no

  1. Arms are brought downward during landing.

yes

no

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.

no

no

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

no

yes

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

yes

yes

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

no

no