PED 201 – Professor Yang

Stability:  Lab One

Name: Ryan Gillooley                         Date: 9/18/11          Lab Group Day and #: Mondays


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

B. To get to “know” some of the students at St. Mary’s through play and participation.

C. To make yourself aware of Stability (static and dynamic movements) across the different phases of motor development (Table 1.6, page 21 of Gallahue text)

TODAY IS FAIRLY INFORMAL! Have fun but be purposeful, try to learn a little about your students including their names.



* Assigned group stays with Pre-K for entire time

  1. Play with kids – parachute activities
  2. Fine Motor Activities (coloring, books, story time, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text  


  1. Fine motor activity (finger twister, coloring, etc.)
  2. Observation of fine motor activity (eating, coloring, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text


  1. Tag Games from Adventure Activities
  2. Tag games from Text


  1. Organize PE equipment rooms, ball bins, racks
  2. Cut out photos for labeling equipment boxes


TASK A – Gross and Fine Motor Observation:  Please answer the following questions, all responses must be typed:

Observe the interaction between St. Mary’s students and your peers (Cortland students).  Try to get an idea of the behaviors of the St. Mary’s students – Do they listen well? Do they remain on task? What do they attend to?  What motivates them to play?

Based upon observation, what are the differences in motor behavior and  social between the St. Mary’s students you observed?  What differences did you observe between grade levels, gender, and ability?  Do you think that grade level, gender, and ability have any influence on motor behavior?

Every student at St. Mary’s showed a different level of motor behavior and social behavior. Some students were really into the activities, and others didn’t want to have anything to do with them. Of the one’s that participated, you can see different levels of confidence in the student’s faces. A few of them showed signs of frustration during the basketball activity, but not during other activities. Most of the girls were engaged in activities like jump rope, or playing with the toys, while most of the boys were engaged in activities such as soccer, or basketball.  Students in higher grade levels were more concerned with actually playing a game, where it involved teams, or scoring points. The younger students were content with just simple movements such as just throwing the ball around, jumping, or just running around, with a less emphasis on actual “game.” Grade level, gender, and ability all contribute to influencing motor behavior, but are not the only factors that influence. Grade levels have an influence simply because they are older; they have had more time to develop than the younger grade levels. Gender also has an influence on motor behavior, because students of each gender have different interests. For example, the boys could be seen as taking participation in more competitive activities such as soccer, and the girls participated in a more social activity such as playing with the toys, or jump rope with other girls.  

2.  Based upon your observation, what fine motor activities did you observe (describe these) when watching the St. Mary’s students?  Were there differences between age?  Gender? Ability?  

There were not many activities observed that dealt with fine motor skills. One fine motor skill activity that was observed was jump roping. Students must use precision and accuracy when spinning the rope, and when timing the start and pace of the rope itself. It’s not clear to assume any differences between age, gender, or ability since the majority of the students participating in jumping rope were girls, roughly the same age, and very close in ability. If there were some boys, and students of different age, differences in fine motor skills would be easier to observe.