PED 201 – Professor Yang

Lab Five

Nicole Tucker

Name: _______________________________________                 Date: _November 17, 2010___

1. Task one: Reflection.

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


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?  

The games that I have used at St. Mary’s have all been appropriate for the students for the most part.  The only game that I used that wasn’t appropriate was the Superhero game, where I had the students read the activities on the flash cards and perform those activities.  The problem with the game was that the kids couldn’t read that cards, and so the game had to be altered.  From my experience, the games that the kids like the most were the games that had a lot of creativity put in by the teacher candidates.  The “Shore to Shore” game was a huge hit with the kids because they could ‘leave’ the gym at St. Mary’s and go to an ocean shore and act like pirates.  

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

There are a lot of limitations to games when using them for assessing motor skills.  One major problem we ran into at St. Mary’s is that kids weren’t performing the skill long enough to assess them.  In this lab for example, Andrew wasn’t kicking the soccer ball, so we had to specifically ask him to kick the ball again, which made him feel pressured.  If a teacher must assess kids, I would recommend using drill like games so that each child gets equal opportunities to do the skill, and the teacher can assess each students skills.  

MOTOR DEVELOPMENT LAB- Object Control Skills Part B

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

Name of Student:_Maria/Andrew                Grade:1st/1st                Age: 6/6_

Check if male __andrew_____ or female__maria_____

Object Control Skills- (Lab 5) Part B




Performance Criteria

Trial 1 A

Trial 2 M

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.



  1. Pushes the ball with fingers (not a slap).



  1. Ball contacts floor in front of (or to the outside of) foot on the side of the hand being used.




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.



  1. The trunk is inclined backward during ball contact.



  1. Forward swing of the arm opposite kicking leg.



  1. Follow-through by hopping on the non-kicking foot.