PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: __Joshua LeBlanc_______________                 Date: __10/19/10________           Lab Group Day and #: __Monday________


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.

I worked with Johnny who was in 3rd grade he ran, jumped and had good foot work motor skills. One child I worked with was in 1st grade and was good at climbing and had basic movement skills using arms and legs to move while climbing. While we were doing group activities I asked the kids to do the crab-walk. I saw some good ones and some that needed refinement. The older kids did better with it the younger ones would take a step or to sit down then try again then didn’t really have any kind of rhythm.  

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?

As always I got down to their level and talked to them face to face so they could hear and would listen. I practiced yelling so they would listen as well. When I was soft spoken and not forceful with my voice not all of them could hear me and some wouldn’t listen so that is an area I am working on. Also being energetic and enthusiastic about what we were doing so they could see I was having fun was my goal because if I seem bored or not

 having fun then they might not.

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.

Being quick, loud and enthusiastic with the directions gets the kids attention. Keeping them moving and not stopping every few minutes and sitting them down to give instructions is the key to getting attention and energy out of them. Being louder than them is important projecting your voice and establishing that they listen is necessary or they will keep talking and not know what is going on.

 MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

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

Gender:  _______/________

Locomotor Skills- (Lab 3) Part 2




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.

  1. Take off on one foot and land on the opposite foot.

  1. A period where both feet are off the ground (longer than running).

  1. Forward reach with arm opposite the lead foot.

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.  

  1. Preparatory movement includes flexion of both arms and knees with arms extended behind the body.

  1. Arms extend forcefully forward and upward, reaching full extension above the head.

  1. Take off and land on both feet simultaneously.

  1. Arms are brought downward during landing.

3. Slide

Use a clear space

During a game or activity, watch a student slide. Ask the student to slide facing the same direction.  

  1. Body turned sideways to desired direction of travel.

  1. A step sideways followed by a slide of the trailing foot to a point next to the lead foot.

  1. A short period where both feet are off the floor.

  1. Able to slide to the right and to the left side.