Spring 2010 – Professor Yang

Stability:  Lab One


Ramsey Hassen

Name: ____________________________________                         Date: _______________        Lab Group Day and #: Wednesday


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

B. To get to “know” some of the students at St. Mary’s through play and participation.

C. To make yourself aware of Stability (static and dynamic movements) across the different phases of motor development (Table 1.6, page 21 of Gallahue text)

TODAY IS FAIRLY INFORMAL! Have fun but be purposeful, try to learn a little about your students including their names.



* Assigned group stays with Pre-K for entire time

  1. Play with kids – parachute activities
  2. Fine Motor Activities (coloring, books, story time, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text  


  1. Fine motor activity (finger twister, coloring, etc.)
  2. Observation of fine motor activity (eating, coloring, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text


  1. Tag Games from Adventure Activities
  2. Tag games from Text


  1. Organize PE equipment rooms, ball bins, racks
  2. Cut out photos for labeling equipment boxes


TASK A – Gross and Fine Motor Observation:  Please answer the following questions, all responses must be typed:

Observe the interaction between St. Mary’s students and your peers (Cortland students).  Try to get an idea of the behaviors of the St. Mary’s students – Do they listen well? Do they remain on task? What do they attend to?  What motivates them to play?

The students were not difficult and quite easy to interact with.  They are very blunt and forward when it came to games they want to and don’t want to play.  But, sometimes takes some convincing for a student to play a new game that they end up loving.  The older children are not tough when it comes to participating because we are doing fun activities that they are mostly excited about.   But, they are very opinionated and do like to move around a lot from activity to activity.  The younger children have less attention span and drift off from time to time.  I found it was important not to force a student to participate, but at least attempt once to convince him/her to join in on the activity.  Ways of convincing them that sometimes worked with me is just showing A LOT of energy and smiles.  I felt the children really tend to absorb any feeling or energy the teacher gives to them.  And this is a very important tool that can be used to help motivate and guide to new, fun, and meaningful experiences.

1. Based upon observation, what are the differences in motor behavior and  social between the St. Mary’s students you observed?  What differences did you observe between grade levels, gender, and ability?  Do you think that grade level, gender, and ability have any influence on motor behavior?

Well I did not really deal with the younger children much this time at all.  I did notice that the older students tended to have good motor and social behavior, but their motor behaviors stood out much more than social behaviors.  While playing basketball one child insisted we play “Knock out Basketball” from the three point line rather than the free throw.  He had great control over the ball and learned a new technique instantly; he was really impressive.  Playing “tennis” with another student I had to teach him the technique of delicate hitting the ball.  He picked this up in a matter of minutes.  I noticed that girls tended to do show more social behaviors in relation to the boys.  For example, I noticed a lot of the girls wanting to sit together on the side and just talk and do arts and crafts.  I believe that grade level does affect motor behavior and ability, because as a student grows older the mind is more advanced and capable of processing physical activities better.  Gender does not have an influence in motor behavior, but females tend to be influenced by “social norms” and get absorbed into less physical activities at a young age; this is wrong.  One’s ability is directly related to motor behavior, if someone has no ability this means that they cannot learn and have no physical capabilities.

2.  Based upon your observation, what fine motor activities did you observe (describe these) when watching the St. Mary’s students?  Were there differences between age?  Gender? Ability?  

For the younger children I noticed large-motor skills such as jumping up and down, catching the ball and throwing the ball back.  As they get older the skills become much easier and more developed.  Besides general motor skills, the older students have large and more advanced motor skills in specific sports like throwing a basketball, kicking a soccer ball, and playing jump rope.  Gender was not really an issue when it came to motor skills.  The only difference was that males and females tended to have somewhat different preferences that veered in sports and this tends to veer the males towards more sport – related activities.  But, a lot of the females showed large-motor skill in jump rope, the “hand clapping game,” and arts and crafts.