SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 – Professor Yang
Lab 4 - Object Control
A. To observe the interaction between Cortland students and St. Mary’s students.
B. Complete Observation and Reflection from Task A Worksheet.
C. Complete Chart (TGMD-2) Overhand and Catching Checklist.
D. Complete Chart (Gallahue Checklist) on Overhand Throw. (If time permits)
1. Reflecting on your experience so far at St Mary’s, what do you think have been some difficulties or challenges you have faced? Consider all areas – environment, children, etc.
Some difficulties that I have faced would be planning a game for a larger group and then getting there and only having a handful of students to deal with. Another difficulty that I have encountered would be the days when the students do not want to do any game that you have for them and days where the students do not listen as well as they should. Another challenge is that sometimes we do not have the whole gymnasium to play the game and we are confined to a small corner which is hard for the more competitive games because they need more space.
2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?
For the lack of students for games it would be helpful to have many modifications of the game or also have an idea for a backup game that would require fewer students so that you are prepared for anything. As for trying to get the students involved the person running the game has to sell the product, making it the best game in the world and it will get students interested. The gymnasium is something that cannot really be controlled because we cannot control how much space we get, we have to make the best out of the space that we are given.
MOTOR DEVELOPMENT LAB- Object Control Skills
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Students (first names only):_____Amy__/_Tucker________ Grades:__K___/__K___ Ages: __6_/__6__
Gender: _Girl___/__Boy ___
1. Overhand Throw
Use a clear space, you can use a variety of yarn balls, tennis balls, etc.
During a game or activity, watch a student throw. Tell the student to throw the ball as best as they can.
Use a clear space, you can use a sponge ball or something soft depending on the individual.
During a game or activity, watch a student catch.
Try tossing the ball underhand directly to the student with a slight arc and tell him/her to catch it with your hands. Only count those tosses that are between the student’s shoulders and waist.
Overhand Throw Checklist
Child’s Name:_____________________________________________ Date: _________________
Your task for this station is to qualitatively assess the student’s ability to perform the overhand throw using the following criteria based on Gallahue (1998):
A. Initial stage.
l. Action mainly from elbow.
2. Elbow remains in front of body; a push.
3. Follow-through - forward and downward.
4. Feet remain stationary.
B. Elementary stage.
1. Arm is swung forward, high over shoulder.
2. Shoulders rotate toward throwing side.
3. Trunk flexes forward with forward motion of arm.
4. Definite forward shift of body weight.
5. Steps forward with leg on same side as throwing arm.
C. Mature stage.
1. Arm is swung backward in preparation.
2. Opposite elbow is raised for balance as a
preparatory action in the throwing arm.
3. Definite rotation through hips, legs, spine, and shoulders during throw.
4. As weight is shifted, there is a step with opposite foot.
Task one – have the students throw a different size ball during a game, record three observations of their throw.
Task two – have the students throw a heavier or lighter ball during a game, record three observations of their throw.