SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: __Ashley Coleman_______                 Date: ___3/1/11___           Lab Group Day and #: ___Monday Lab #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 that I watched were Lindsey, and Andrew. They are both  6 years old and are in Kindergarten. The skills that they were told to perform were: Run, Gallop, and Hop. When it came to running, both students could run and do all of the performance criteria. However when it came to galloping and hopping, Lindsey could only perform two out of the four for both galloping and hopping, and Andrew could perform all of the skills for galloping and only two out of the four performance criteria for hopping.

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 observed was when a student was struggling to perform a certain skill, one of the instructors went over and helped him or her by explaining how to perform it in the correct way, in simple words that the student could understand. When I was trying to teach a student how to hop I told him “Pretend you are a bunny rabbit and hop like him”, once I broke it down into simple terms for the student her understood what skill we were trying to get him to do and he succeeded in doing it. If you were to tell a younger student to “transfer their weight” they most likely wouldn’t understand what you were trying to get them to do.


MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):_Lindsey___/_Andrew_____                Grades:__K___/__K___                Ages: __6__/__6___

Gender:  __F____/___M____

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).

X

X

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

  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.

X

X

  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.

X

X