SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Lab 4 - Object Control

Name: Jessica Evans                 Date: 4/06/11           Lab Group Day and #: Monday, Hopscotch Heroes

Tasks

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

B. Complete Observation and Reflection from Task A Worksheet.

C. Complete Chart (TGMD-2) Overhand and Catching Checklist.

D. Complete Chart (Gallahue Checklist) on Overhand Throw. (If time permits)

TASK A – OBSERVATION/REFLECTION

1. Reflecting on your experience so far at St Mary’s, what do you think have been some difficulties or challenges you have faced?  Consider all areas – environment, children, etc.

Looking back on the few weeks that I have been at St. Mary’s one of the biggest difficulty I have encountered is getting and keeping the children’s attention/interest. In the gym they are all riled up and want to do their own thing so it is hard to get them excited about your own game. In the cafeteria it is sometimes intimidating to go up to the kids and try and interact with them. On Monday, in the Pre-K classroom there was a student that kept distracting the other students from the book that was being read and I was unsure of how to deal with the situation.

2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?

The experience that I get every time I go to lab has greatly assuaged the difficulties presented in the first question. In order to get the kids excited I need to be excited! A very simple solution to these problems is simply to become more enthusiastic. Also, being extremely prepared for lessons will make me more comfortable with my game. Possibly, trying it out on my suite mates first.


MOTOR DEVELOPMENT LAB- Object Control Skills

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

Name of Students (first names only): Nora/Brandon                Grades:_____/_____                Ages: _____/______

Gender:  F/M

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

1. Overhand Throw

Use a clear space, you can use a variety of yarn balls, tennis balls, etc.

During a game or activity, watch a student throw. Tell the student to throw the ball as best as they can.

  1. A downward arc of the throwing arm initiates the windup.

Yes

no

  1. Rotation of hip and shoulder to a point where non-dominant side faces an imaginary target.

Yes

no

  1. Weight is transferred by stepping with the foot opposite the throwing hand.

No

no

  1. Follow-through beyond ball release diagonally across body toward side opposite throwing arm.

yes

yes

2. Catch

Use a clear space, you can use a sponge ball or something soft depending on the individual.

During a game or activity, watch a student catch.

Try tossing the ball underhand directly to the student with a slight arc and tell him/her to catch it with your hands. Only count those tosses that are between the student’s shoulders and waist.

  1. Preparation phase where elbows are flexed and hands are in front of the body.

Yes

yes

  1. Arms extend in preparation for ball contact.

No

Yes

  1. Ball is caught and controlled by hands only.

No

Yes

  1. Elbows bend to absorb force.

yes

yes


Lab 4

Object Control Lab

Overhand Throw Checklist

Child’s Name:_____________________________________________        Date: _________________

Your task for this station is to qualitatively assess the student’s ability to perform the overhand throw using the following criteria based on Gallahue (1998):

A. Initial stage.                                                                

l. Action mainly from elbow.        

2. Elbow remains in front of body; a push.

3. Follow-through - forward and downward.

4. Feet remain stationary.

B. Elementary stage.

1. Arm is swung forward, high over shoulder.

2. Shoulders rotate toward throwing side.

3. Trunk flexes forward with forward motion of arm.

4. Definite forward shift of body weight.

5. Steps forward with leg on same side as throwing arm.

C. Mature stage.

1. Arm is swung backward in preparation.

2. Opposite elbow is raised for balance as a

preparatory action in the throwing arm.

3. Definite rotation through hips, legs, spine, and shoulders during throw.

4. As weight is shifted, there is a step with opposite foot.

Task one – have the students throw a different size ball during a game, record three observations of their throw.

Observation number

1

2

3

Initial Stage

Elementary Stage

Mature Stage

Task two – have the students throw a heavier or lighter ball during a game, record three observations of their throw.

Observation number

1

2

3

Initial Stage

Elementary Stage

Mature Stage