SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: __Dan Sternkopf_______                 Date: __3/19/2011____           Lab Group Day and #: __Wed. 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.

One of the students I worked with was Emily. She was in third grade and had below average abilities. I jumped rope with her for a little bit. However, the main activity we did was play basketball. I played basketball with her got her to work on dribbling, rather than just shooting. I got her to work on her left-hand since she was a righty and also worked on some shooting.

 

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?

Some teaching techniques I used were learning through example. I would perform the skill I wanted Emily to perform to give her a model of what to strive for. I would then give realistic critiques to her. I also used repetition and very informal drilling to help her sharpen her skills. After only a couple of minutes of this she was able to drop the ball behind her back and dribble and also put the ball between her legs. I believe I did a good job because she was learning basketball skill without even realizing it and having a good time doing it. I believe the most effective ways of teaching was the hands-on correction style. This way allowed me to nip any potential problems or flaws in technique right in the bud.  

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.

I believe that the most effective way to capture the children’s attention is to just be energetic and enthusiastic, because it’s contagious. If a child sees your enthusiasm they will be 100% more likely to listen to you and be interested in what you have to say than compared to someone that is extremely passive and not too confident in what they are teaching.


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.

Y

Y

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

N

N

  1. Forward reach with arm opposite the lead foot.

Y

Y

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.

Y

Y

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

Y

Y

  1. Take off and land on both feet simultaneously.

N

N

  1. Arms are brought downward during landing.

Y

Y

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.

N

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.

Y

Y