PED 201 – Professor Yang

Lab Five

Name: Ryan Snyder                                                                                                         Date: 11/16/11

1. Task one: Reflection.

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


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?  

        Yes, all of the activities/games I have utilized at St. Mary's has been appropriate for the students. Many of the games/activities I had the children participate in were appropriate for the age group I was assigned with. The games/activities really tested the skills of the children and it was challenging for the students to complete the task provided to them. Throughout the labs spent at St. Mary's, I have avoided the games in the Physical Education "Hall of Shame". These games include relay races, tag games, and games that make children targets (ex: dodge ball). For the most part, all of the students have enjoyed the games/activities I have presented to them because many of the students take part and never complain. It shows me the game/activity is appropriate because if it was boring or too challenging the children would sit out or communicate to me my game "stinks". There was the second lab with the older group a child said he played the game in the 2nd grade, but once he saw everyone having fun he quickly joined in. Overall, I believe my games/activities have been appropriate because of the interest the children have shown in the tasks.

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

        While assessing motor skills some limitations to the games or activities that may arise is the understanding of the motor skills the child needs to complete. In the locomotor assessments there was confusion on how to perform one of the movements, which made it difficult to assess until it was corrected. Another factor would be time because on occasion I run short on filling out the assessment sheet. The games move slowly sometimes and it makes assessing the skills more difficult in the time period we have to assess. When participating in the game/activity the children perform the motor skills quickly, so it is hard to break down the movement the child completed. This is why the Cortland students need a few looks at the motor skill to get more than one look to better assess the St. Mary's students. The last limitation is the angle we have on the student we are watching. If I do not have the right angle I might have a different opinion on one of the performance criteria on the motor skill. A good angle means a lot when assessing a specific skill on a child. It is important for us to move or relocate in a position, so we can successfully assess the St. Mary's student/s.        

MOTOR DEVELOPMENT LAB- Object Control Skills Part B

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

Name of Students: "Andrew" & "Melissa"                                Grade: 1st &1st                                Age: 6 & 6

Object Control Skills- (Lab 5) Part B




Performance Criteria



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.



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



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




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.



  1. The trunk is inclined backward during ball contact.



  1. Forward swing of the arm opposite kicking leg.



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