SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name:  ____Kyle Kelly_____________________                 Date: ___3/15/11___________           Lab Group Day and #: Purple Parrots lab # 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.

This week my group ran the games again for the younger Kindergarten through second grade group. Johnny struggled with all three components the leap, Horizontal jump, and slide. He had difficulty understanding the components of each skill.  The slide was the only skill he could perform pretty well.  Jenna had the same difficulties with the skills and struggled with all three including the slide.  These skills were harder than last week’s skills and you could visibly notice the kids struggle with understanding these skills.

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?

Today I had to run the games for the younger kids and it was tough.  The kids seemed a lot less focused than last week.  Some teaching strategies that I used for the kids were trying to stay positive and confident about my games.  At times the kids said they were tired and didn’t want to play the games but I tried to stay persistent and eventually they joined in on the games.  Also I tries using the clap once if you hear me technique which worked at first but did get old for the kids after a while.  That was something I noticed while at St. Mary’s was you have to change your strategies each day because they get bored of the same things being done over and over again.

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.

For keeping the kids on task getting their attention with such things as having everyone copy what you’re doing.  Such as clap your hands once if you hear me or touch your noise if you hear me.  Also something that they are use to at St. Mary’s is cross applesauce technique which all the kids respond to.  Also I found putting them somewhere where they can’t get distracted by other things going on.  The best way to do this was to put them in a corner with their backs to all the other action going on.  Finally having the other teachers in your group help keep the kids focused because when you’re teaching the game it’s hard to keep track of all the kids.


MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

7          5

1st       K

Johnny                Jenna

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.

N

N

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

N

N

  1. Forward reach with arm opposite the lead foot.

N

 N

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.

N

N

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

N

N

  1. Take off and land on both feet simultaneously.

N

N

  1. Arms are brought downward during landing.

N

N

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.

Y

Y

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

Y

N

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

N

N

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

N

N