SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Lab Five

Name: _Joshua Daves____                 Date: _Nov. 16, 2011

1. Task one: Reflection.

2. Task two: Object Control Skills Part B Worksheet.

TASK A –REFLECTION

1. Consider the activities/games that you have utilized so far during the past four labs.  Were they appropriate for the students at St. Mary’s?  Why or why not?  

        I feel like the games I used this year have been appropriate for the students at St. Mary's however they can be fine tuned and explained more clearly. They games kept the attention of the kids as well as kept them moving. All of the games I introduced this semester were created focusing on keeping all the kids involved as much as possible and the stories I associated with the themes we had when introducing the games were directly related to characters the kids were familiar with to increase the likelihood that the children would like the activities.

2. What might be some limitations to games or activities when using them in the process of assessing motor skills?

        The type of game you chose or equipment you may used are limited to the motor skills being assessed, hens, you would not use a wiffle ball bat when assessing the stationary bounce. The available space as well as amount of children on s certain day also causes limitations.


MOTOR DEVELOPMENT LAB- Object Control Skills Part B

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

Name of Student:Chris/Emily__                Grade:__K-3__                Age: ___________

Check if male _X_ or female__X__

Object Control Skills- (Lab 5) Part B

Skill

Materials

Directions

Performance Criteria

Trial 1

Trial 2

1. Stationary Bounce with hand (dribbling)

Use a clear space, you can use a variety of playground balls or basketballs on a hard, flat surface.

During a game or activity, watch a student bounce a ball with their hand and/or dribble. Tell the student to bounce the ball using one hand.

  1. Contacts ball with one hand at about hip height.
  2. Pushes ball with fingers (not a slap).
  3. Ball contacts the floor in front of( or to the outside of) for on the side of the hand being used.

N

N

N

Y

Y

Y

2.Kick

Use a clear space, you can use a sponge ball or something soft.

During a game or activity, watch a student kick.

Place the ball on a line nearest the wall. Tell the student to kick the ball toward the wall.  

  1. Rapid continuous approach to the ball.
  2. The trunk is inclined backward during ball contact.
  3. Forward swing of the arm opposite kickking leg.
  4. Follow-through by hopping on the non-kicking foot.

N

N

N

N

Y

N

Y

N