SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: __Andrew Ehle_____________________________                 Date: 10/1/10           Lab Group Day and #:   Monday Lab Jumping Jaguars

Tasks

A. To observe the interaction between Cortland students and St. Mary’s students while playing the pre-planned games with an Olympic 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 kids that we initially we were watching were K – 1st graders.  They had a wide range of movement patters, some kids more developed than others.  I noticed that all of the kids seemed to be able to run efficiently, but when it came to galloping or hopping there was a different range of abilities.  Some kids could gallop with both legs as the lead leg, some only with one leg, and some struggled all together to gallop either way.  When the kids began to hop, there was also a wide range of abilities.  It was hard to get the kids to hop and not run, but when they did for the small amount of time that they did, I noticed some differences.  Some were able to hop with both legs and swung their arms to create momentum; others hopped with both legs but did not swing arms and were “stiff.”  I did not notice any hopping on one leg.  I would have to say that the boys did seem to be a little more advanced than the girls for the most part.  After observing the initial games my group then went outside and we were working with older kids.  They were in the 4th grade range and we played kickball with them outside and then our games once coming inside.  These kids were much more developed and able to move very efficiently.  Dodging, weaving, throwing, catching, kicking, running, jumping, you name it, all at a proficient level.

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?

Some of the effective “teaching strategies” I observed were to first of all have a loud and clear voice.  It was loud and there was a lot going on in the gym so it helped to project your volume and speak with clarity. I also noticed that the directions for the games needed to be short, simple, and decisive.  The attention span of the kids is very short so the directions needed to be quick and easy.  I also noticed that showing a quick demonstration of what we were looking for was important.  Some of the kids would say that they understood when they really didn’t and demonstrating it for them erased any confusion and helped the game to run more smoothly.  I also found that during “tag” games, it was helpful to have the “taggers” wear pinnies.  The kids would often times get confused on who was actually “it” without them and it just helped to clear things up. Also, when playing “tag” games, it was helpful to designate a smaller area, such as half the gym, as boundaries.  Otherwise the kids would just continually run or gallop around and the game would never come to an end.

 MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):__Child 1 = A /  Child 2 = N_                Grades:__K-1__/__K-1__                Ages: __5/6__/_5/6__

Gender:  ___M____/____F____

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.

X

X

  1. Arms in opposition to legs, elbow bent.

X

X

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

X

X

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

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.

X

X

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

X

X

  1. Arms bent and lifted to waist level.

X

X

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

X

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.

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

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

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