Spring 2010 – Professor Yang

Stability:  Lab One

Name: Bree Zogaria                 Date: Weds., Sept. 15, 2010                Lab Group Day and #: Weds. (Ian, Pam, Tracy, Bree)


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.



* 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  


  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


  1. Tag Games from Adventure Activities
  2. Tag games from Text


  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?

All of the students at St. Mary’s that I was able to observe performed their gross and fine motor skills with fairly good precision. I was able to see the finer motor skills while I was “playing house” with and “going camping” with the first graders and kindergartners in the gym. The kids were able to put the little people carefully into the small rooms of the play houses. During this activity Mary and Brady were able to play nicely together and welcomed other students to join them. Sometimes, Mary like to have things her way and Brady kindly sub-missed. I thought it was very interesting and also very peaceful of him not to disagree. I also had the opportunity to witness a combination of the more refined gross and fine motor skills of the older kids when we got to play a little soccer game. There was a pretty decent age difference in the kids playing soccer. We had a kindergartner and some 5th or 6th graders. It was easy to see the differences in skill level between the older and younger kids (whom happened to be all boys for this game). You could tell that the older kids had practice fine-tuning their motor skills. It was awesome to see the older boys keeping an eye out for the younger. I heard Sam say, “be careful, he’s a kindergartner” and allow Billy (the kindergartner) to have lee-way in his playing of soccer. They allowed him to bend the rules, get his hands and feet on the ball, and make his own plays! That was really cool. They were definitely all playing for fun and for the love of playing the sport. I do believe that grade level and ability have influence on motor behavior. The older a student gets, the more opportunity they have for refinement of motor movements which increases their ability to perform their various motor movements with more precision and control. I don’t believe that gender influences motor behavior because boys and girls are capable of the same motor movements as they age and are given many of the same opportunities to enhance their motor behaviors.

2.  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?  

The finer motor activities that I was able to observe with the K-1st graders were especially noticeable when we were “playing house”. The kids (boys and girls) were able to maneuver the little people and animal figurines through the small and somewhat intricate play houses that were available. They were also able to get the ninja turtles to hold onto the tiny handle bars of the four-wheeler toys that moved across the gym floor. It was also noted that the older boys whom I got to play soccer with had awesome foot work with the ball. They could juggle and creatively pass and fancy dance around the ball. This was not so much the same case with the younger boys. The younger boys were able to play soccer with the basic motor movements and had less control over where they threw or kicked the ball.