SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: _William Jones__________                 Date: __3/8/2011______           Lab Group Day and #: __Wed ________

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.

Within the groups of students that we worked with, there was a wide variety of movement skills and patterns. For the most part I noticed the girls and boys moved equally well and uncoordinated much the same. There are some students that are more proficient movers than others, and I noticed that it greatly changes in the ages of the students obviously, but more so between the gym group and the cafeteria group. While they aren’t that far from each other in age, their movements are vastly different. I didn’t work with one individual student for any extended period of time, because I was mainly moving and playing with all the different groups.

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 didn’t have time to run my activity this week, so I didn’t get to use any new group teaching strategies, but I did teach a boy named Matthew how to throw a football correctly. He was frustrated with himself for not being able to throw a spiral, so I used certain throwing techniques and setups to get him throwing the ball accurately and correctly. One thing I did with him that was really helpful was the continuous positivity and reinforcement of good behaviors and movements. I feel that my constant positivity and the respect for the students helps me to bond with them and gain their trust.

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.

To initially grab the students’ attention, I have found that you have to be as loud as you can without screaming. The soft quiet talking doesn’t work and in order to be successful we have to be loud quick and efficient with the instructions. Using the same clapping techniques and criss cross applesauce has lost its affect for the most part, so we need to not reinvent the wheel, but just use different things like stomping feet or blowing a whistle. We need to be as fresh as possible, because we aren’t the only groups these kids are seeing so we need to be as cutting edge as possible to hold their attention. We also need change up the games each week and make the games new and more interesting rather than just changing the name of the activity to suit the weeks’ theme.


MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

5        5

k        k        

                   Mitch                Jill        

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

Gender:  __m_____/___f_____

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.

N

N

  1. Take off and land on both feet simultaneously.

Y

Y

  1. Arms are brought downward during landing.

N

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.

N

Y