PED 201 – Professor Yang

Lab 4 - Object Control

Name: Andrew Hettinger                                       Date: 11/1/10                                         Lab Group Day and #: Locomotors


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

B. Complete Observation and Reflection from Task A Worksheet.

C. Complete Chart (TGMD-2) Overhand and Catching Checklist.

D. Complete Chart (Gallahue Checklist) on Overhand Throw. (If time permits)


1. Reflecting on your experience so far at St Mary’s, what do you think have been some difficulties or challenges you have faced?  Consider all areas – environment, children, etc.  

After visiting St Mary’s school for the past couple of weeks there has been a lot of positive’s I have gotten out of visiting but along with that there have been some difficulties. A certain difficulty that I faced personally is trying to get the students attention. It is difficult sometimes because of the movement the students are doing throughout the after school program. From going outside, back to the cafeteria and then to the gym, it is hard to get their attention quick because they are not focused when they move through out different environments. This is difficult because some kids just want to do their own thing and not want to play the games or activities we share to them as college students.

        Another difficulty is some of the students. Most of them are real friendly and want to participate in the games we put on for them, but then you have other students that do not want to play and will call the games “babyish”. This is difficult because this negative outlook on the game sometimes goes into other student’s heads and then they too will change their mind about playing the game/activity. All in all the most difficulty is getting the students to participate. It is an after school program and not a physical education typesetting, they are free to do what they want in a sense, and sometimes their parents pick them up throughout the day, so one minute you have 10 students the next you might be down to 4 students. This is difficult because you always have to be ready to modify your game and switch things around so they work with the amount of students you have and the grade level in which games will be age-appropriate.

2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?

Some ideas that come to mind to resolve these difficulties is try and be more energized and make the students feel that the game is going to be fun. If you go in there with a monotone voice it is going to give the students a sense that you are not into what you are teaching. If you act happy and make them feel the game is going to be “awesome” then they will be focused and wanting to play. Another thing that can help get the student’s attention and wanting to participate is right when they come into the gym grab their attention and do not give them time to go find something else to do. It is harder to get the students attention if he or she is already jump roping or play basketball, but if you get them right when they’re walking in then you have a better chance.

Another idea/suggestion that comes to mind when talking about the students that do not want to play the game because its “boring” maybe you can negotiate with them. Tell that if they play this game then we can play whatever they want after that. A good example of this is when there was 4 students who did not want to play a game I was sharing with them/ At first they thought it was “stupid” but I said if you just play this for a little bit then I will let you guys play football. They then played my game and actually played it till the end because they found it fun, and it was a capture the flag type game. So if I allow them to play what they want as long as they play the games I suggested then the students and I are happy because we negotiated in a fair way.

MOTOR DEVELOPMENT LAB- Object Control Skills

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

Name of Students (first names only):____________/______________Grades:___K__/___K__                Ages: __5___/___5___

Gender:  ____M___/____F____




Performance Criteria

Child 1


Child 2


1. Overhand Throw

Use a clear space, you can use a variety of yarn balls, tennis balls, etc.

During a game or activity, watch a student throw. Tell the student to throw the ball as best as they can.

  1. A downward arc of the throwing arm initiates the windup.



  1. Rotation of hip and shoulder to a point where non-dominant side faces an imaginary target.



  1. Weight is transferred by stepping with the foot opposite the throwing hand.



  1. Follow-through beyond ball release diagonally across body toward side opposite throwing arm.


No (Push like throw)

2. Catch

Use a clear space, you can use a sponge ball or something soft depending on the individual.

During a game or activity, watch a student catch.

Try tossing the ball underhand directly to the student with a slight arc and tell him/her to catch it with your hands. Only count those tosses that are between the student’s shoulders and waist.

  1. Preparation phase where elbows are flexed and hands are in front of the body.



  1. Arms extend in preparation for ball contact.



  1. Ball is caught and controlled by hands only.



  1. Elbows bend to absorb force.



Lab 4

Object Control Lab

Overhand Throw Checklist

Child’s Name:_____________________________________________        Date: _________________

Your task for this station is to qualitatively assess the student’s ability to perform the overhand throw using the following criteria based on Gallahue (1998):

A. Initial stage.                                                                

l. Action mainly from elbow.        

2. Elbow remains in front of body; a push.

3. Follow-through - forward and downward.

4. Feet remain stationary.

B. Elementary stage.

1. Arm is swung forward, high over shoulder.

2. Shoulders rotate toward throwing side.

3. Trunk flexes forward with forward motion of arm.

4. Definite forward shift of body weight.

5. Steps forward with leg on same side as throwing arm.

C. Mature stage.

1. Arm is swung backward in preparation.

2. Opposite elbow is raised for balance as a

preparatory action in the throwing arm.

3. Definite rotation through hips, legs, spine, and shoulders during throw.

4. As weight is shifted, there is a step with opposite foot.

Task one – have the students throw a different size ball during a game, record three observations of their throw.

Observation number




Initial Stage

Elementary Stage

Mature Stage

Task two – have the students throw a heavier or lighter ball during a game, record three observations of their throw.

Observation number




Initial Stage

Elementary Stage

Mature Stage