SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Lab Five

Name: __Brandon Lintern_____________________________________                 Date: _05/01/2011_________

1. Task one: Reflection.

2. Task two: Object Control Skills Part B Worksheet.

TASK A –REFLECTION

1. Consider the activities/games that you have utilized so far during the past four labs.  Were they appropriate for the students at St. Mary’s?  Why or why not?  

        The games were appropriate for the students at St. Mary’s because the students seemed to enjoy them. The games also got the kids to be active and have fun at the same time giving them a chance to burn off energy that may have been built up from sitting in a classroom most of the day.

2. What might be some limitations to games or activities when using them in the process of assessing motor skills?

Some limitations to games or activities when using them in the process of assessing motor skills are kids not understanding the concept of the motor skill, not enough space to successfully complete the motor skill, and/or kids just lacking interest in the game/activity which is working on the motor skill.


MOTOR DEVELOPMENT LAB- Object Control Skills Part B

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

Name of Student:__AJ/ Leah__________________________________                Grade:___K_______                Age: ___5________

Check if male ____X__ or female___X__

Object Control Skills- (Lab 5) Part B

Skill

Materials

Directions

Performance Criteria

Trial 1

Trial 2

1. Stationary Bounce with hand (dribbling)

Use a clear space, you can use a variety of playground balls or basketballs on a hard, flat surface.

During a game or activity, watch a student bounce a ball with their hand and/or dribble. Tell the student to bounce the ball using one hand.

  1. Contacts ball with one hand at about hip height.

N/O

N/O

  1. Pushes the ball with fingers (not a slap).

Y

Y

  1. Ball contacts floor in front of (or to the outside of) foot on the side of the hand being used.

Y

Y

2.Kick

Use a clear space, you can use a sponge ball or something soft.

During a game or activity, watch a student kick.

Place the ball on a line nearest the wall. Tell the student to kick the ball toward the wall.  

  1. Rapid continuous approach to the ball.

Y

Y

  1. The trunk is inclined backward during ball contact.

Y

Y

  1. Forward swing of the arm opposite kicking leg.

Y

Y

  1. Follow-through by hopping on the non-kicking foot.

Y

Y