SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

# Locomotor Skills Part B:  Lab Three

##### Name: Name: ___Ryan Spillane________                 Date: __10/20/10_______           Lab Group Day and #: ___Lab Wed_______

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

B. Locomotor Skills Part B Worksheet.

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.  Be sure to note with whom you worked, what grade they were in, and any differences in age, gender, or ability.

Last lab I worked with the cafeteria group, this group was made up of 4th,5th and 6th graders. There were both girls and boys in the group we observed, and there movement abilities varied. I noticed that many of the boys wanted to play sports games such as baseball, football and basketball while the girls would rather play tag games, and play with hula-hoops. When it was my time to teach, I had the kids play a football game. Many of the girls didn’t want to play, but a few participated.  Some of the kids were really talented and would leap above all the kids and catch the football with their hands. Something high school football kids struggle with at times. Some of these kids were catching and throwing at the proficiency level. One problem with the game was that some kids would hog the ball and take forever to pass the ball. I implemented a 10 second pass rule to eliminate this problem.

2. Describe “teaching strategies” that YOU used today towards connecting with the children.  What were they?  How did YOU use them?  What was the effect?  Were there any strategies that were more effective than others?  If so, why?

One teaching strategies I used when working with the St. Mary’s was to kneel down so that I was on their level and was to make sure I had everyone’s attention before I started teaching. I have to work on that one, I think at times I was losing some of the kids and my game got confusing at times. Another strategy I always try to use when teaching is to reinforce good behavior so that the other kids see that for example being quiet when the teacher is talking is the desired behavior.

3.  After being at St. Mary’s for these past weeks and observing and working with the students, can you briefly describe an effective strategy (or strategies) that you used to capture the children’s attention and keep them on task for your activity.

I kept trying to reinforce the kids that the game would be fun and that once they played my game that we would play their games with them. For whatever reason the kids always seem to not want to play the games that we bring. Once they start playing they seem to enjoy it but getting them to play is challenging at times.

MOTOR DEVELOPMENT LAB-Locomotor Skills Part B

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

Name of Students (first names only):____________/______________                Grades:__1___/__1___                Ages: _____/______

Gender:  _______/________

Locomotor Skills- (Lab 3) Part 2

 Skill Materials Directions Performance Criteria Child 1 Child 2 1. Leap Use a clear space During a game or activity, watch a student leap. Tell the student to take large steps leaping from one foot to the other foot. Take off on one foot and land on the opposite foot. yes yes A period where both feet are off the ground (longer than running). yes yes Forward reach with arm opposite the lead foot. yes yes 2. Horizontal Jump Use a clear space During a game or activity, watch a student jump. Tell the student to jump as far as they can. Preparatory movement includes flexion of both arms and knees with arms extended behind the body. No Yes Arms extend forcefully forward and upward, reaching full extension above the head. No No Take off and land on both feet simultaneously. Yes No Arms are brought downward during landing. Yes Yes 3. Slide Use a clear space During a game or activity, watch a student slide. Ask the student to slide facing the same direction. Body turned sideways to desired direction of travel. Yes Yes A step sideways followed by a slide of the trailing foot to a point next to the lead foot. Yes Yes A short period where both feet are off the floor. Yes Yes Able to slide to the right and to the left side. No No