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.
The most challenging experiences so far have dealt with attentions spans of kids. It is very difficult to get them to pay attention when there are so many other activities and noises going on around them in the gym. They have also been couped up in school all day and have insurmountable energy. It is also difficult when you think you have a great game and then it flops.
2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?
It is important to be short and to the point with very clear directions. Enthusiasm and confidence are also key. The kids won’t be excited if you make the game seem boring. The activity should involve a lot of moving around for them. Music also helps them to focus more on the game than all of the other noises around them. As far as planning a game that doesn’t flop, it is difficult to know what they will be into and what they think is lame, so it is important to come up with alternatives before playing with the kids. That way, if something goes wrong, there will already be a plan in place and you won’t need to fret. Prior Planning Prevents Poor Performance.
This is a chart the rest of the class had to fill out while our group ran the games that included these skills.
MOTOR DEVELOPMENT LAB- Object Control Skills
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Students (first names only):____________/______________ Grades:_____/_____ Ages: _____/______
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.