SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: _____Nicole DeSalvia___________                 Date: ___9/29_____           Lab Group Day and #: _Gym Rats__

Tasks

A. To observe the interaction between Cortland students and St. Mary’s students while playing the pre-planned games with an Olympic Theme:

B. Locomotor Tasks Part A 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 in your students.  Be sure to note with whom you worked , what grade they were in, and any differences in age, gender, or ability.  

Most of the students were very successful with running. Just about every student had their arms swinging in opposition, and moved fluidly. Galloping was a bit more difficult for the children. Both students we observed ran well. They had their arms bent at their side, swung them in opposition. The students we observed galloping did well with one foot leading the other, but couldn’t do the opposite foot in front after galloping dominant foot forward. The hop in most cases for students was actually a two footted jump. When I did observe the two students we were focusing on hopping, I noticed they always were on the same foot. Also their non hopping foot was held in front of the body, instead of behind swinging in a pendulum fashion to increase momentum. Their arms were bent at their sides, but they did not to all the motor skills correctly.

2. Describe the effective “teaching strategies” that you observed.  What were they and on whom did you use them?  How were they used?  What was the effect?  Were there any strategies that were more effective than others?  If so, why?

Some teaching strategies I noticed was “criss-cross-applesauce” as a cue to get the students to sit down and listen. This seemed very effective, possibly because the students at St. Mary’s are already used to that cue. Also I heard a lot of counting, “one, two, three, GO!” as cues for when the students would begin somehting. Another strategy I noticed was a teacher demonstration before beginning an activity. Explaining and physically performing and demonstrating what you want the kids to do is very important. Some strategies that were not so effective appeared when trying to split the kids up into teams. What I would do is line them all up on a line, and count off numbers. We had one situation where we needed only two teams. Instead of choosing a clump of kids and saying “okay you guys go to that side of the gym, the rest of you stay here”- lining them up on a line and counting “one, two, one, two, one, two.. ones on this end twos on the other” you’d have even teams and no confusion.

 MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):_____A______/_____N_________                Grades:_____/_____                Ages: _____/______

Gender:  ____Male___/___Female_____

Locomotor Skills- (Lab 2) Part A

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

1. Run

Use a clear space

During a game or activity, watch a student run. They may not run as fast as they can or for a long period of time due to space but do your best.

  1. Brief period where both feet are off the ground.

 Y

Y

  1. Arms in opposition to legs, elbow bent.

Y

Y

  1. Foot placement near or on a line (not flat footed).

Y

Y

  1. Nonsupport leg bent approximately 90 degrees (close to buttocks).

Y

Y

2. Gallop

Use a clear space

During a game or activity, watch a student gallop. Tell the student to gallop leading with one foot and then the other.

  1. A step forward with the lead foot followed by a step with the trailing foot to a position adjacent to or behind the lead foot.

Y

Y

  1. Brief period where both feet are off the ground.

Y

Y

  1. Arms bent and lifted to waist level.

Y

Y

  1. Able to lead with the right and left foot.

N

N

3. Hop

Use a clear space

During a game or activity, watch a student hop. Ask the student to hop first on one foot and then on the other foot.

  1. Foot for nonsupport leg is bent and carried in back of the body.

N

N

  1. Nonsupport leg swings in pendulum fashion to produce force.

N

N

  1. Arms bent at elbows and swing forward on take off.

Y

Y

 4.   Able to hop on the right and left foot.

N

N