SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: _Kyle Kelly_______________________________                 Date: _3/6/11_____________           Lab Group Day and #: Purple Parrots 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.  

For this part of the lab I was running the games so I wasn’t able to monitor the kids as well as some others. The first kid was Billy who was in Kindergarten was able to complete the running task very easily with basically no errors. Then when he was asked to gallop he was able to complete the task pretty well but he had a little trouble bending his arms to create more speed and force. For the hop he had difficulty in almost all aspects of the task which was a common theme among all the younger kids. The second student observed was Ashley and she was in First grade. Ashley also didn’t really have any issues with running but had the same problem as Billy with the gallop. She wasn’t bending here arms when performing the task. For the hop she struggled in all aspects of the skill and kept changing her feet at the wrong times. Overall I noticed most kids were fine with the run and gallop but had issues with the hop in general.

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?

For this lab I was one of the teachers and it was tough to keep the kids focused on me.  I tried to be very loud and sound excited about the game in order to keep the kids focused. I found that for the older kids their attention span wasn’t the main problem like the younger kids. The older kid’s problem was enjoying the games because they get disinterested very easily. I think the best strategy for keeping kids attention is to keep the instructions to the game very short and to the point because you have about two minutes until the kids will start wandering off and stop paying attention to you all together.


MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):__Billy__________/____Ashley__________                Grades:__K___/___1st__                Ages: _____/______

Gender:  __Male_____/____Female____

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.

Y

Y

  1. Arms in opposition to legs, elbow bent.

Y

N

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

Y

Y

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

Y

Y

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.

Y

Y

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

Y

Y

  1. Arms bent and lifted to waist level.

N

N

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

Y

Y

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.

Y

N

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

N

N

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

N

N

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

Y

Y