SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: _William Jones______________________                 Date: ___3-1-2011___________           Lab Group Day and #: _Wed_________

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.  

There was a wide variety of movement patterns and skills this week at St. Mary’s. We were watching students run, gallop, and hop and witnessed many students who could effectively move through the different patterns with ease, and others that struggled to manage some of the movements. This observation might have been skewed, because the students we were observing were more interested in playing the games and racing around rather than perform the moves exactly the way they should be. In order to have an accurate and effective observation, the student must be focused on what they need to be doing rather than playing with their friends. I didn’t work with any specific child for an extended period of time, but I did spend the majority of my time with the older children grades 3+. They were all effective movers, in that they could run and jump well, but their fine motor skills were still in the developmental stages for the most part. Gender didn’t play as much of a roll as age, because the girls moved just as well as the boys, and some were even more effective and fluid.

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 saw multiple student teachers try to bring the group in quickly and have them sit down and then began to go through the rules and objectives for their games. This wasn’t very successful, because most times the student teachers lost the attention of the children so quickly that when the game was ready to begin the students didn’t know what to do. The quick in quick out idea that our T.A. Josh told us to stick to worked very well and that is the method that I utilized when I was leading my activity. I noticed many of the student teachers using the “command style” of teaching as they tried to direct the students with commands and expect them to follow the directions without any visual references. One thing that I found that worked for me with the students, was to constantly redirect their attention back to me by having them put an arm in the air to show they were listening and asking them constantly what it was that I was looking for, or what the rules were. This was effective for me, because it constantly kept the children tuned into what I was telling them. It also forced them to focus on the directions, because they knew I was going to ask them what I was looking for.


MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):Green___________/___Pink___________                Grades:__k___/_k____        Ages: __6___/__6____

Gender:  _______/________

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

Y/N

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

N

N

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

N

N

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.

Y

Y

  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

Y

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

N

N

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

Y

N

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

Y

Y