SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: ____Joshua LeBlanc_______________                 Date: __9/27/10____________           Lab Group Day and #: ____Monday______

Tasks

A. To observe the interaction between Cortland students and St. Mary’s students while playing the pre-planned games with an Olympic Theme:

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

 

In lab today we watched the students run, gallop and hop. We watched one boy and one girl. The male student’s name was Tom and females was Natalia. They were both in the first grade and same age. When they ran it was scientifically sound both feet off the ground briefly, arms in proper position to the legs,  and non support leg bent close to 90 degrees. When it came to the gallop both could do everything except have air time in their jump. They shuffled their feet instead of lifting. Hoping is where they separated Tom couldn’t perform a hop properly in any area. He jumped off of two feet most times and if it was off of one he went straight up no forward movement. Natalia on the other hand could perform all of the movements associated with hoping.  She swung here arms to get momentum and trail leg was slightly moving like a pendulum. She also did it with both feet.

2. Describe the effective “teaching strategies” that you observed.  What were they and on whom did you use them?  How were they used?  What was the effect?  Were there any strategies that were more effective than others?  If so, why?

The main strategies I had the chance to use this week were mainly to get the attention of the students. I was part of Special Projects so we had the end game and the students were of different ages and energy levels thus it was hard to get all of their attention at once. Having a whistle or some type of attention grabber plus the ongoing enforcement of listening for certain commands such as stop, quiet and go are key to having the students respond promptly. Being clear quick and precise had the best results with the students. Stumbling or dropping your guard for one second can lead to the loss of attention of one student which can be a chain reaction throughout the others and it quickly becomes difficult to get them all back in and focused. I found it hard to grab their attention with my voice alone because many of them were loud and i wasn’t loud enough and that will be an area i will work on. Simply screaming or being to relaxed is ineffective, as I found ,and finding that middle ground will be a goal for this semster.

 MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):______Tom______/_______Natalia_______        Grades:_1____/__1___        Ages:__6___/___6___

Gender:  ____M___/_____F___

Locomotor Skills- (Lab 2) Part A

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

1. Run

Use a clear space

During a game or activity, watch a student run. They may not run as fast as they can or for a long period of time due to space but do your best.

  1. Brief period where both feet are off the ground.

Y

Y

  1. Arms in opposition to legs, elbow bent.

Y

Y

  1. Foot placement near or on a line (not flat footed).

Y

Y

  1. Nonsupport leg bent approximately 90 degrees (close to buttocks).

Y

Y

2. Gallop

Use a clear space

During a game or activity, watch a student gallop. Tell the student to gallop leading with one foot and then the other.

  1. A step forward with the lead foot followed by a step with the trailing foot to a position adjacent to or behind the lead foot.

Y

Y

  1. Brief period where both feet are off the ground.

N

N

  1. Arms bent and lifted to waist level.

Y

Y

  1. Able to lead with the right and left foot.

Y

Y

3. Hop

Use a clear space

During a game or activity, watch a student hop. Ask the student to hop first on one foot and then on the other foot.

  1. Foot for nonsupport leg is bent and carried in back of the body.

N

Y

  1. Nonsupport leg swings in pendulum fashion to produce force.

N

Y

  1. Arms bent at elbows and swing forward on take off.

N

Y

 4.   Able to hop on the right and left foot.

N

Y