SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: ___Ramsey Hassen __                 Date: __10/19/2011______                                   Lab Group Day and #: __3_____

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.

Working with the cafeteria group I noticed that the kids were quite interactive and enthusiastic to any games that were presented.  We used this to our advantage and played many activities that incorporated this week’s locomotor skills.  Our age group ranged from about 5-8 years.  The movement patterns varied from child to child, but some main struggles as teachers was getting the group to do a proper leap. We were warned that students may end up running instead of doing a leap if put into an environment that allows them to do so, and one of the activities did just that.  We later modified it so the children are forced to change course and then leap.  Sliding and horizontal jumping were performed correctly by many of the students, some error in horizontal jumping included mainly incorrect arm movements and landing on both feet.  Sliding on the other hand was hard to monitor due to the fact that most children want to do it fast.  This resulted in the students rotating their body towards the direction of travel.  It is important for us as upcoming teachers to understand these variables and stress on certain assertions to make sure we can exam their full capabilities.

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?


A lot of the times the best way to connect to a child was to simply go down to their level listen to him/ her.  One girl in particular was extremely shy and kind of hesitant to participate in the end game activity.  I went to her and bent down and asked her “why aren’t you participating?”  She explained that she doesn’t know how.  So I asked her, “if I hold your hand will you play with us?”  She agreed and soon after I let go of her and she was playing freely by herself.  To me that in itself was very rewarding.

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.

Well the strategy I used today to get the students to focus on the activity was to connect the student’s personal interests to the activity.  My activity was called cars so I started off with a hook asking the class “who here has seen the movie Cars?”  95 % of the students put their hands up.  I proceeded with other fun questions like “Who is your favorite character?”  Then I told them to imagine they were that character from cars for this activity and they responded really well.  From there on they were extremely attentive, motivated, and enthusiastic.  


MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

Name of Students (first names only):____________/______________                Grades:_____/_____                Ages: _____/______

Gender:  _______/________

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.

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

  1. Forward reach with arm opposite the lead foot.

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.

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

  1. Take off and land on both feet simultaneously.

  1. Arms are brought downward during landing.

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.

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

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

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