SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Lab Five

Name: ____Tracy McClure_____                 Date: __________

1. Task one: Reflection.

2. Task two: Object Control Skills Part B Worksheet.

TASK A –REFLECTION

1. Consider the activities/games that you have utilized so far during the past four labs.  Were they appropriate for the students at St. Mary’s?  Why or why not?  

They were appropriate for the most part. There was one game I did at the very 1st lab that needed a little extra oomph. It had good content, but needed an extra twist to keep it interesting. The rest of the games I thought went very well and were appropriate for the age groups I had. The skills they worked on were appropriate for their age and skill level and simple enough that they could understand. But, they weren’t too simple that weren’t interested.

2. What might be some limitations to games or activities when using them in the process of assessing motor skills?

When coming up with games it is very important to consider the skill level of the student. When you are assessing motor skills you need to make the game simple enough that they will show you the motor skill you are looking for. This can limit the complexity for your activity.

MOTOR DEVELOPMENT LAB- Object Control Skills Part B

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

Name of Student:____________________________________                Grade:__________                Age: ___________

Check if male _______ or female_______

Object Control Skills- (Lab 5) Part B

Skill

Materials

Directions

Performance Criteria

Girl

Boy

1. Stationary Bounce with hand (dribbling)

Use a clear space, you can use a variety of playground balls or basketballs on a hard, flat surface.

During a game or activity, watch a student bounce a ball with their hand and/or dribble. Tell the student to bounce the ball using one hand.

  1. Contacts ball with one hand at about hip height.

X

(sometimes 2 hands)

X

(rarely)

  1. Pushes the ball with fingers (not a slap).

X

  1. Ball contacts floor in front of (or to the outside of) foot on the side of the hand being used.

X

X

(most of the time)

2.Kick

Use a clear space, you can use a sponge ball or something soft.

During a game or activity, watch a student kick.

Place the ball on a line nearest the wall. Tell the student to kick the ball toward the wall.  

  1. Rapid continuous approach to the ball.

  1. The trunk is inclined backward during ball contact.

X

X

  1. Forward swing of the arm opposite kicking leg.

X

X

  1. Follow-through by hopping on the non-kicking foot.

X