SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Locomotor Lab Part A:  Lab Two

Name: __Maggie Trombly_______                 Date: __9/27/11_______           Lab Group Day and #: Pre-K-Lab 2 Monday__

Tasks

A. To observe the interaction between Cortland students and St. Mary’s students while playing the pre-planned games with a Friendship Theme:

B. Locomotor Tasks Part A 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 in your students.  Be sure to note with whom you worked , what grade they were in, and any differences in age, gender, or ability.  

-The opening activity/game was very hectic. The Cortland students tried their best to control and have all the children pay attention to the directions. We observed a boy and a girl that I believe were in 2nd grade approximately 6-7 years old. We had to observer these two students doing activities that involved running, galloping and hopping. As I observed both of the children they for the most part could run perfectly, their knees were bent and their arms swaying as they ran.  In the galloping activity, they both could gallop pretty well but I noticed both of them were kind of unstable as they were trying to do it fast. I did notice that they failed to have their arms up by their waist as they went along. The 2 children could switch feet and do it pretty well also but still their balance was a little off. In the hopping activity the boy could hop on both feet very well but the girl I noticed could only hop on her right foot. She also ended up sitting out of the activity toward the end. They kind of ran and hopped every once in a while, this may have been because it was a tag game and they were trying to get away from someone.  Also as they were hopping I noticed they were not using their hands the right way when they were hopping.  I did not really see any difference due to gender. The rest of the day I worked with the Pre-K children and you can see more of my experience I had that day on my blog.

2. Describe the effective “teaching strategies” that you observed.  What were they and on whom did you use them?  How were they used?  What was the effect?  Were there any strategies that were more effective than others?  If so, why

-From what I observed during lab there were things that I noticed from fellow classmates that I would do and wouldn’t do. The first game was hard because there was a lot of noise in the gym and there was a variety of children with different ability’s. The guys that were in charge though I thought did a good job getting low so the children could be eye level with them, as well they turned the kids so they were not looking and distracted by the other children on the other side of the gym. It is also very important to ask the children that they understand the game that is going to be played. Ask about specific things such as step by step. My personal experience with the Pre-K children sitting on my lap, I learned what to say and how to deal with telling them they can not sit on my lap. With children repetition is so important; repeat directions and also keep them short. Lastly I noticed that it is so very important to have a loud clear voice.  


MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):__Joe___/_Jenny___                Grades:_2nd____/__2nd___                Ages: ___7-8__/_7-8___

Gender:  _Male_/_Female___

Locomotor Skills- (Lab 2) Part A

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

1. Run

Use a clear space

During a game or activity, watch a student run. They may not run as fast as they can or for a long period of time due to space but do your best.

  1. Brief period where both feet are off the ground.

Y

Y

  1. Arms in opposition to legs, elbow bent.

Y

Y

  1. Foot placement near or on a line (not flat footed).

Y

Y

  1. Nonsupport leg bent approximately 90 degrees (close to buttocks).

N

N

2. Gallop

Use a clear space

During a game or activity, watch a student gallop. Tell the student to gallop leading with one foot and then the other.

  1. A step forward with the lead foot followed by a step with the trailing foot to a position adjacent to or behind the lead foot.

Y

Y

  1. Brief period where both feet are off the ground.

Y

Y

  1. Arms bent and lifted to waist level.

N

N

  1. Able to lead with the right and left foot.

Y

Y

3. Hop

Use a clear space

During a game or activity, watch a student hop. Ask the student to hop first on one foot and then on the other foot.

  1. Foot for nonsupport leg is bent and carried in back of the body.

Y

Y

  1. Nonsupport leg swings in pendulum fashion to produce force.

N

N

  1. Arms bent at elbows and swing forward on take off.

Y

N

 4.   Able to hop on the right and left foot.

Y

N