SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor Yang

Stability:  Lab One

Name: _Amanda Porco________________________ Date: ___February 9, 2011______ Lab Group Day and #: __Wednesday __Lab -1____

Tasks

A. To observe the interaction between St. Mary’s students and Cortland students.

B. To get to “know” some of the students at St. Mary’s through play and participation.

C. To make yourself aware of Stability (static and dynamic movements) across the different phases of motor development (Table 1.6, page 21 of Gallahue text)

TODAY IS FAIRLY INFORMAL! Have fun but be purposeful, try to learn a little about your students including their names.

Schedule:

PRE-K CLASSROOM

* Assigned group stays with Pre-K for entire time

1. Play with kids – parachute activities

2. Fine Motor Activities (coloring, books, story time, etc.)

3. Tag Games from Adventure Activities

4. Tag games from Text CAFETERIA

 

1. Fine motor activity (finger twister, coloring, etc.)

2. Observation of fine motor activity (eating, coloring, etc.)

3. Tag Games from Adventure Activities

4. Tag games from Text

GYM

1. Tag Games from Adventure Activities

2. Tag games from Text RESOURCES

1. Organize PE equipment rooms, ball bins, racks

2. Cut out photos for labeling equipment boxes

TASK A – Gross and Fine Motor Observation:

  Please answer the following questions, all responses must be typed:

Observe the interaction between St. Mary’s students and your peers (Cortland students).  Try to get an idea of the behaviors of the St. Mary’s students – Do they listen well? Do they remain on task? What do they attend to?  What motivates them to play?

  1. Based upon observation, what are the differences in motor behavior and social between the St. Mary’s students you observed?  What differences did you observe between grade levels, gender, and ability?  Do you think that grade level, gender, and ability have any influence on motor behavior?

After attending lab multiple different things became apparent.  For this lab my group was teaching the K-1st graders.  Motor behavior played a role in this group because they are still young and have not perfected all their motor skills.  From a social aspect they were great, they engaged in games immediately and all seemed to play well.  Once returning back to the gym after break most of the students were there playing; giving me the opportunity to observe all different age groups.  Sports games were more popular in the older age group because they enjoy a challenge and competition, whereas in the younger groups they played more tag and jump-rope games.  I was shocked at the skill level of the children, most appeared to be very athletic with whatever they were doing whether it had been basketball or jump-rope.  Gender wise, the females were holding their own when it came to capabilities, but grade level and age certainly played an influential role on motor behavior.

  1. Based upon your observation, what fine motor activities did you observe (describe these) when watching the St. Mary’s students?  Were there differences between age?  Gender? Ability?  

In terms of fine motor activities, they were coordinated enough to run and jump without falling to often.  Within the first 2 minutes of play the children got a little too excited and two of them collided with each other but that was simply because they were looking in opposite directions, not as a result of lack of motor skills.  Their fine motor skills were present but not perfected.  For example, when playing tag they were able to switch directions but instead of being able to make a sharp cut they engaged in more of a U-turn.  Observing children in the gym allowed us to visually differentiate the fine motor skills and activities they were able to properly execute pending on their age, gender, and ability.  The difference in age and ability were the most apparent.  The older kids had a step up because they were given more time to learn body composition and control.