SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Jessica Evans                 Date: 3/21/11         Lab Group Day and #: Monday, Hopscotch Heroes

Tasks

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

B. Locomotor Skills Part B 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.  Be sure to note with whom you worked, what grade they were in, and any differences in age, gender, or ability.

The K-1 children in the gym group had the most difficulty with the leaping. The leaping is more difficult because as they were playing the tag games they were more excited and putting multiple leaps together start to begin to look like a run. The jumping seemed to tired them out a lot so they would get sloppy with it and start to run a bit. Sliding appeared to be the easiest movement. most of the children were not completely on their side but the footwork was mostly correct.

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?

Some teaching strategies that I used today was telling them to sit down “criss-cross-applesauce” so that they were able to listen to directions better. It was very successful, they were not wiggling around everywhere. I also tried to kneel down and be at their level so engage them more in my game. It would have been nice if I had been even more enthusiastic or told a small story to go with the game. It probably would have grabbed their attention more.

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.

After being at St. Mary’s for a few weeks it appears that the best way to capture the student’s attention is to be very enthusiastic about the game you are presenting to them. Being excited about your game makes them excited about the game. Also, being very well versed in the game helps out a lot so that you are more confident.

MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

Name of Students (first names only):Lisa/Paul                Grades:K/K                Ages:6 /6

Gender:  F/F

Locomotor Skills- (Lab 3) Part 2

Skill

Materials

Directions

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.

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

y

y

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

y

y

Forward reach with arm opposite the lead foot.

n

y

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.  

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

n

n

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

y

n

Take off and land on both feet simultaneously.

y

n

Arms are brought downward during landing.

y

n

3. Slide

Use a clear space

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

Body turned sideways to desired direction of travel.

n

n

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

y

y

A short period where both feet are off the floor.

y

y

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

n

n