SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor Yang

Stability:  Lab One

Name: Andrew Hettinger                                           Date: 9/27/10                                                                 Lab Group Day and #: __________

Tasks

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

B. To get to “know” some of the students at St. Mary’s through play and participation.

C. To make yourself aware of Stability (static and dynamic movements) across the different phases of motor development (Table 1.6, page 21 of Gallahue text)

TODAY IS FAIRLY INFORMAL! Have fun but be purposeful, try to learn a little about your students including their names.

Schedule:        

PREK CLASSROOM

* Assigned group stays with Pre-K for entire time

  1. Play with kids – parachute activities
  2. Fine Motor Activities (coloring, books, story time, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text  

CAFETERIA 

  1. Fine motor activity (finger twister, coloring, etc.)
  2. Observation of fine motor activity (eating, coloring, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text

GYM

  1. Tag Games from Adventure Activities
  2. Tag games from Text

RESOURCES

  1. Organize PE equipment rooms, ball bins, racks
  2. Cut out photos for labeling equipment boxes

        

TASK A – Gross and Fine Motor Observation:  Please answer the following questions, all responses must be typed:

Observe the interaction between St. Mary’s students and your peers (Cortland students).  Try to get an idea of the behaviors of the St. Mary’s students – Do they listen well? Do they remain on task? What do they attend to?  What motivates them to play?

  At St. Mary’s on Monday the 13th our PE 201 class observed the students. They seemed to listen pretty well and when they started to roll into the gym they sat in rows waiting for directions while talking with their peers. Yeah, they were not in perfect rows but they were not all over the gym and disorganized.  Also they seemed to remain on task, they did what the teachers told them to and they also listen well to the lab leaders when the put on an activity for them. Some motivations that led them to play were the energetic aspect of the lab leaders. They showed an enthusiastic attitude that they wanted everyone to participate in the activity and that allowed for students for wanting to be involved. Some other things that motivated them that I saw were the toys and the doll houses. The toys I though allowed them to engaged with their peers and pretend they were taking care of a house hold or making imaginary characters up. Another thing that caught my eye was during snack time. The students sat there waiting to eat there snack and were not up out of their chairs messing around. They listen to the teachers as well when they said a prayer before snack time. This took me back at how respectful and considerate they were to the teachers.

1.Based upon observation, what are the differences in motor behavior and  social between the St. Mary’s students you observed?  What differences did you observe between grade levels, gender, and ability?  Do you think that grade level, gender, and ability have any influence on motor behavior? While I was observing the students and their social and motor behaviors I saw some different things. First of all I saw that there running behaviors differ from child to child. Some have a nice posture when they run and it looks to be developing well as for some students that looked off balance and was not grasping the opposition point of running. Also I saw a motor behavior between two girls, one girl named kat and a other name Martha. The motor behavior in which they were engaged in was that they were walking on these cups like equipment that were in place of stilts.  Kat seemed to get the concept of holding onto the rope and walking forward while Martha had to take her time and make sure she was balanced before trying to take a step. This was clear to me how children of around the same age can develop there motor skills quicker or slower than others.

        Another observation I recognized was the social behavior between students. From a general stand point they all seemed to be having fun and engaging with their peers, but from a closer look that seemed to be somewhat false. I saw some students that were playing house seem to be having a good time but when I went over to engage with them they were having a conflict. One girl name Sophia was upset that she did not have enough beds in her house and wanted Carolinas beds. The jealous factor of the social argument came into play. However Sophia started to ignore the fact that she was not getting the extra beds and moved on. On the other hand though Carolinas was a nice young girl and a couple of minutes later shared the beds that were in her house. This in turn made both girls start playing together in the same house and they seemed be having a good time.

        Also I noticed at St.Marrys was the grade levels, gender and ability difference between students. The higher grade levels did not really want to participate in the activities us as assistance were trying to engage them in. They went off and did their own thing. Some let us play kick ball with them but once I started being fair with both teams they said “The College kids never try’s as hard as they can” and they were upset that I was not kicking home runs over the fence. Also I saw that the male gender was playing more competitive sports while the female gender was playing house or reading on the bench in the gym. However I did see one female student engage in the kickball game, and one other student that was in the gym throwing a ball at a male student.

        Some ability differences are apparent at St. Marrys. You see that the older students have better motor control and behaviors while when you drop down grade levels of abilities lessen, and then you have to provide activities that are appropriate for that group. Another good question that arose was that of grade level, ability, and gender influencing motor behavior. I believe it depends on the individual its self. However you learn different motor skills at different grade levels and that in turn affects the ability you have for the next grade level. At St.marys as stated early was that the older students seemed to have better refined motor behavior then that of pre-k students and so on. So I do believe that gender, grade level, and abilities do play a role in the influence of motor behavior but also be influence by the individual and the learning ability he or she has.

2.  Based upon your observation, what fine motor activities did you observe (describe these) when watching the St. Mary’s students?  Were there differences between age?  Gender? Ability?  There was actually one fine motor activity I saw during the observation and the interaction with the St. Marrys student. This was during house, when the students were playing with the toys and doll houses. The age was around 1st grade and this girl named Sasha was using her hands in tight areas of the play house to set up kitchen tables and re-arranging the house in small corridors. I was surprised at such a young age she had the fine motor behavior to perform such task’s with what looked to be easy. What was also interesting was that the girls next to her that were at a younger age were not performing task like that. They were moving bigger toys and putting them into the house, but were not getting into fine detail like Sasha. The ability level was apparent that the 1st grader seemed to have better fine motor skills then the younger students.