SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: Nicole Tucker                 Date: September 30, 2010           Lab Group Day and #:Monday 2

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 kids I worked with were younger kids and their motor skills were varied.  One girl I worked with, Martha, was very good at hopping for instance, but not good at galloping, where as Ian was very good at galloping and not at hopping.  I think that the age of the child matters overall in regards to skill level, but gender does not.  I think that the skill level of the kids depends on what physical activities they are used to doing outside of after school programs.  For instance, Martha might be good at hopping because she liked jumping rope and therefore is used to the movement.  

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?

At lab I used many teaching strategies.  When talking to the kids I squatted down so that I was on their level so that they wouldn’t feel intimidated by me, and would listen to me.  Because I did this, I was able to hold their attention and explain my game to them.  I also used the strategy of reasoning.  When we had time to play with the kids in the gym, they all wanted to play their own version of tag, so I told them that if they played star tag first, then we could play the game that they wanted to play.  I think that this was very effective because it let the kids know that they could play what they wanted, but not until they played what I wanted them to play.  I think that these strategies are more effective then telling kids what to do because kids are very creative and want to do things their own way, so by eliminating the feeling of inferiority they will be more willing to comply to what you tell them to do.

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.

To keep kids on task for our activity, we had to keep them busy, transitioning from one game to another very quickly.  We also had to ignore some of the comments they made.  When I was explaining my game, kids would yell out things during my instructions and I had to ignore them because if I were to dwell on each comment I would have been there all day and never would have gotten to teach my game.  

 MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

Name of Students (first names only):_Maria_/_Chris__                Grades:_K_/ K___                Ages: _5_/_5_

Gender:  _F_/_M___

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.

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

yes

yes

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

yes

yes

  1. Forward reach with arm opposite the lead foot.

no

no

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.

no

yes

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

yes

no

  1. Take off and land on both feet simultaneously.

yes

no

  1. Arms are brought downward during landing.

yes

yes

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.

yes

no

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

yes

no

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

yes

yes

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

no

no