SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Dr. Walkuski

Lab One

Thursday

Anthony DiRienzo

3/11/10

Name: ______________________________________ Lab Day: ___________         Date: _______________

Tasks

A. To observe the interaction between St. Mary’s students and Cortland students.

B. To get to “know” some of the students at St. Mary’s school.

C. To informally assess a motor skill.

TODAY IS FAIRLY INFORMAL! Have fun but be purposeful, try to learn a little about your students.

Schedule:

  1. Student observation
  2. individual stations – bean bag/scarf
  3. group activity  (parachute and tag game)

TASK A - Observation

Observe the interaction between St. Mary’s students and Cortland students.  Try to get an idea of the behaviors of the St. Mary’s students – Do they listen well? Do they remain on task?

1. Based on your observation, what are the differences in social behavior between different St. Mary’s students?  Are there differences that you can see between grade levels and gender? (Do you think that grade level and gender have any influence on their behaviors?).

Based on my observation, I noticed that the pre-school children were more accepting of our presence and interacted with us more than the older children did. The younger children both boys and girls, were very friendly and wanted to play as many games as they could with us. The older children were upset that they had to play “our” games but the boys in particular acted out and misbehaved more so than the girls. The older children had their own agenda of what games they thought we should play. I believe that the younger children were friendlier than the older children because they are less independent, and wanted to tell us stories and have someone to play with; where as the older children are becoming more independent and capable of making their own decisions and didn’t want to be told what to do because they are told what to do all day and this is supposed to be their freetime.

2.Just by observation, are there any differences in motor behavior between different St. Mary’s students?  Are there differences that you can see between grade levels and gender? Briefly describe these differences.

During the observation I did not see many differences in motor behavior between genders.  I didn’t see any differences because of the small number of students I had in my group when doing throwing and catching activities. Our group was all boys so it is difficult to say the differences between boys and girls. I did however notice that as the students got older, their ability to perform tasks such as throwing and catching improved. There was a significant difference from the children in Pre-k to the children in 3rd grade and their ability to perform different tasks.  


TASK A – Observation (continued)

3.  Based on your experience this lab day, what types of skills do you feel you need to further develop in order to be able to interact with elementary-aged students more effectively?

Based on my experience for this lab day, I feel that I learned many crucial and important things. I learned that being prepared in crucial when teaching elementary-aged students because if you’re not prepared, it can be like not teaching at all. If you’re not prepared then the students will begin to talk and not pay attention to you. Another thing I learned was that it’s not always easy to be an authoritative figure. Sometimes the children did not listen and I feel I was too soft with them and they mistook my kindness for weakness. I need to develop a way to be forceful and to get my point across but still be kind at the same time to let students know I’m telling them something for a reason and not just yelling at them.  

4. List some considerations about the management of the students and activities that you feel are crucial to making this both a better experience for you and for the students at St. Mary’s.

(i.e., plan for different “levels” of skills for the activities that are used).

For the next labs it will be important to come to the lab experience better prepared. My group and I will need to know what specific activities we will be doing and who will be explaining them. We must also not hand out the equipment until the directions are explained and we are ready to play. It will be important to make sure we have the students’ full attention and not start until they are all quiet. One thing we need to make sure we do is to get the children tired and get the extra energy out they usually have at the beginning of lab. We can get the students tired by doing a tag game or by having them do an activity where they are constantly moving like jumping rope. We will have to make up activities for children of all ages and make sure they are fun. In addition to having fun activities, it will be crucial for us to keep things interesting and make sure we don’t play a game too long unless all the students are having fun. We don’t want the students to be bored, we have to keep their interest!


 TASK B – LAB EXPERIENCE

 PED 201 - Lab One

Bean Bag/Scarf Checklist

Anthony DiRienzo

James

Your Name: ___________________________            Child’s Name:____________________________                                                                                              

You and your student(s) will be provided with a bean bag and a scarf.  First, let the student(s) know that you would like to see the kind of throwing and catching skills he/she has and that you will be giving them some challenges to try.  Your task for this station is to assess one student’s general ability in volleying, throwing, and catching the bean bag and scarf .  PLEASE OBSERVE ONE STUDENT TO FILL-OUT THE CHECK-LIST.

This task is in two parts First ask the student to first throw the bean bag up in the air (not too high and under control) and fill out the checklist for the beanbag.  After the child has completed all the beanbag tasks, repeat them with a scarf.  Please note – the dominant hand would be the hand they write with! Please fill-out the appropriate cells with an “X” to indicate yes or no – whether they were able to perform the task.

Does the student:

YES

NO

Track the bean bag visually as it leave his/her hand and as she/he catches it?

X

Throw the bean bag up under control (give instructions, reinforce)

X

Track the scarf visually as it leave his/her hand and as she/he catches it?

X

Throw the scarf up under control (give instructions, reinforce)

X

Can the student:

Throw and catch the * with:

*BEANBAG

 yes                          no

*SCARF

            yes                          no

Two hands

X

X

Dominant hand

X

X

Non-dominant hand

X

X

Catch with two hands at a low level

X

X

Catch with the dominant hand at a low level                        

X

X

Catch with the non-dominant hand at a low level                

X

X

Two hands with two claps

X

X

Two hands with three claps

X

X

Dominant hand with two claps

X

X

Dominant hand with three claps

X

X

Non-dominant hand with two claps

X

X

Non-dominant hand with three claps

X

X

Can the student show you anything else she/he can do?  Please describe.

James was able to throw the bean bag very far across the gym to a partner. He was also able to catch the beanbag thrown to him from a very long distance.