SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 – Professor Yang
Lab 4 - Object Control
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)
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.
The most difficult part of St. Mary’s i’ve experienced so far would be keeping the children interested, especially the older kids. The older kids are more interested in playing a game then listening to rules. Making rules more simplistic is not as easy as I had originally thought. It is a matter of patience. In the gymnasium, it is hard to keep children interested because there is so much action going on that sometimes i find myself distracted.
2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?
I have been attempting to simplify the rules in order to get the most attention out of the older kids. Keeping my voice projected will allow me to keep attention of the majority of the students. It is also important to do the little things such as asking them the objectives of the game I just explained to ensure that they are focused on me. I am going to buy a whistle in order to use it as a signal for attention during my lesson.
MOTOR DEVELOPMENT LAB- Object Control Skills
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Students (first names only):_______Larry_____/_______Michelle_______
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.
2. Rotation of hip and shoulder to a point where non-dominant side faces an imaginary target.
3. Weight is transferred by stepping with the foot opposite the throwing hand.
4. Follow-through beyond ball release diagonally across body toward side opposite throwing arm.
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.
2. Arms extend in preparation for ball contact.
3. Ball is caught and controlled by hands only.
4. Elbows bend to absorb force.