SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: Brandi Balcom____________________                 Date: _3/1/11______           Lab Group Day and #: _Monday___

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.  

        Our group this week was in the pre-k room. We did a craft where they made “spongebob”, it was difficult for a lot of them to do the fine motor skill of putting the arms into the sponge, but when some of them did they were very proud of themselves. In the gym we ran activities and during tag some had a hard time skipping and hopping, because of the coordination and balance that each one needed. The boys seemed to be able to skip and hop better than the girls because they were more muscular developed.

        When we had to observe the students they were both in kindergarten and both age six. The boy was able to hop, run and gallop better, he was able to hold the balance, keep the endurance and able to complete each locomotor skill efficiently. The girl was able to run more efficiently but she could not get the criteria’s for each locomotor skill perfectly. The older students get the more efficiently they are able to complete locomotor skills because their muscles develop, they have better balance and are more coordinated.

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?

        There were many effective “teaching strategies” that I will be sure to address when I teach my activities. One of our peers was congratulating students for sitting and being quiet and listening to directions which made the other students want to get praise to so they would follow in what that one student who got congratulated for.  When we had to bring the pre-k out to get a drink I made sure to put them all in a single file line because it is easier to control what is going on and maintain the person who they are paying attention to. Using a loud voice in the gym was very effective and getting the students quickly in to get directions for a game was also effective. Making sure the students understand what was going on in the game and asking them questions was very helpful for all the students because it reinforced exactly what was going on and what they would be doing during the activity.


MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):_Adam_____/_____Leanne____                Grades:__K___/__K___                Ages: _6__/_6_____

Gender:  ____Boy___/__Girl_

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.

No

Yes

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

No

Yes

  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.

Yes

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.

Yes

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.

Yes

Yes

  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.

Yes

Yes