SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name:_Brittney Olsen_                                                              Date: _3/3/2011_                                      Lab Group Day and #: Shiminey Crickets Mon lab

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.  

During this lab we observed the locomotor skills of running, galloping and hopping. We observed 2 children, a boy named Alex and, a girl named Lauren.

Both children were around the ages 5 and 6. During this age children have progressed from the initial stage of development into the elementary stage of locomotor development, they reach the mature stage around the age of seven. Through my observation I saw that both children, Alex and Lauren had developed into the elementary stage of running. both children were able to use controlled movement and balance to reach the performance criteria we were looking for. We also looked at their galloping abilities. While observing both children I noticed that Alex was a little more developed in this area then Lauren. I saw that Lauren had more difficulty leading the gallop with both feet and, that she preferred to use one more then the other. I also noticed that Lauren had some trouble keeping her trailing foot adjacent to her lead one. Both children were still able to show an understanding of this locomotor skill. The last skill we observed was hopping. I again noticed that Alex mastered this skill a little more then Lauren had. Alex was able to hop using both feet, and also carried his foot of the non-supporting leg in the back of his body while, Lauren carried her non-supporting foot more in the front of her body and, favored hoping on one foot more then the other.Overall both children were in the elementary stage of their locomotor skill developing. Alex may be a little further in his development for a small mater of he might be a little older then Lauren or, the fact that males tend to develop faster physically then girls. Both their abilities were on target for their developmentally progress.  

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?

For this being our second time at St. Mary’s I saw a great improvement with every one's teaching strategies. I was more confident in presenting my games to the children, which I believe helped get the point across to the children. I also used a louder voice in this lab then I did in the other lab, which helped with the communication of the game and, the instructions that I gave to the children. I also was able to keep my focus on the task and, not get distracted when the children asked personal questions about me during my instruction which lead to a more efficient lesson and, controlled lesson. I also observed my fellow lab mate use a very useful listening technique with the children by using one specific student as an example of how he wanted the other children to be acting and, listening. I think that by using a child that is listening and acting the way you want is an excellent technique because, it gives the children a visual example of how they should be acting at that time. I also noticed that using props as some groups did, was a very useful tool in direction and instruction of the games.  


MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):_ALEX_/_LAUREN_______                Grades:__K___/__K___                Ages: _6____/__5____

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).

Y

Y

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/N-

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

Y

Y

  1. Arms bent and lifted to waist level.

Y

Y

  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/N-

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

Y

Y

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

Y

Y

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

Y

Y/N-