SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: __Ian__Schwan_____________________                 Date: _2/28/2011_________           Lab Group Day and #: Cartoon Theme Day 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.  

This week I was in the Gym group so I wasn’t aware who we were watching but here is what I did notice. That “Linda” was a very good runner, she was able to keep her form in all of it. “Linda” is a six year old Kindergartner, she was able to do part of gallop but she struggled with her trail foot going to the spot of her beginning spot and she couldn’t lead with both legs. When it came to her hop however, she was not able to perform anything.

The second child was “Adam” who is also a six year old Kindergartner, during his run, he had poor arm position, his feet did not go on a line and his legs were not bending. His gallop, his trail foot did not land where his front food was, and he could not lead with both feet. On his hop, he could only hop on one foot. It is difficult for me to say that I noticed a difference in the two since I don’t know which two they were.

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?

I noticed on the teaching strategies that Mike Robertson say the quietest people will be “it”, and it was good because all of the gym group kids quieted down and listen to him. However when Dan Russo did the same trick, the kids weren’t into his game and they all started yelling because they didn’t want to be it. It was helpful to me because I was able to notice that it wont always work. Being loud, excited and positive to the kids makes it very helpful for them to listen. I also noticed that it is really difficult to explain a complicated game to the kids when they first get there, I was not prepared for it, but after my game they quieted down and it made it more helpful for everyone else in the group. The kids were more respective and listened better.


MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):__Linda_____/__Adam______                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.

Yes

Yes

  1. Arms in opposition to legs, elbow bent.

Yes

No

  1. Foot placement near or on a line (not flat footed).

Yes

No

  1. Nonsupport leg bent approximately 90 degrees (close to buttocks).

Yes

No

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.

No

No

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

Yes

Yes

  1. Arms bent and lifted to waist level.

Yes

Yes

  1. Able to lead with the right and left foot.

No

No

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.

No

No

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

No

No

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

No

No

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

No

Yes