SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: __Joseph Meyer_________________ Date: _3/2/11_____________           Lab Group Day and #: __Wed._____2__

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 students we observed were Tommy and Jill. Both are in kindergarten so they are the same age. Tommy seemed to have more ability than Jill. This might have been because he was a bigger sized kid at his age and Jill was very small in stature. They both had the same abilities to run. Both showed in each category of running the proper form of running. In the galloping part of the observation, they both showed the ability to gallop but had trouble with one aspect of it. Neither of them had their arms bent and lifted to waist level. Instead, they both had their arms at their side really not doing anything. The hopping was the most apparent difference in abilities. Tommy was able to hop on his right foot well but not the left foot. This is probably because his right leg is stronger than his left leg. Jill, on the other hand, couldn’t hop at all. She tried to but couldn’t get two consecutive hops in a row on either foot.

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 teaching strategies I saw was getting the kid’s attention by tell them to raise their hand. When the kids find out that they are playing a game they like it is sometimes difficult to keep them quiet and patient. All they want to do is start playing the game and stop listening to you. What I saw was that the Cortland student took control of the situation and kept them calm by telling them to do a command before they start playing in order to keep their focus on him. It worked very well because when they found out they were using scooters they went crazy. All they wanted to do was get a scooter and start riding it around. He was very calm though when they started to act that way and he got their attention back on him so he could explain the rules of the game.


MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):Tommy__/__Jill____        Grades: Kindergarten                Ages: _____/______

Gender:  Male/ Female

Locomotor Skills- (Lab 2) Part A

Skill

Materials

Directions

Performance Criteria

Tommy

Jill

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

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

Y

Y

  1. Arms bent and lifted to waist level.

N

N

  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

N

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

Y

N

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

Y

N

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

N

N