SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Lab Five

Name: Amanda Porco                     Date: 4/29/2011

1. Task one: Reflection.

2. Task two: Object Control Skills Part B Worksheet.

TASK A –REFLECTION

1. Consider the activities/games that you have utilized so far during the past four labs.  Were they appropriate for the students at St. Mary’s?  Why or why not?  

Looking back on this past semester at St. Mary’s I think the games I chose to play were appropriate for the students in several ways.  Depending on which age group I had I chose a game appropriate for them motor development level.  I also kept the directions to a minimal and simply to understand.  At times, the games did not go so well but those mistakes that were made were pointed out and improved upon.  

2. What might be some limitations to games or activities when using them in the process of assessing motor skills?

When assessing motor skills there should be some limitations to the games.  One limitation should be the actual game itself.  The rules should be limited and direct.  Also, a limitation should be (depending on their age) competition.  If you are trying to focus on a certain skill but make it s that their is a winning and losing team, they will focus more on winning and less on the actual tactical focus.


MOTOR DEVELOPMENT LAB- Object Control Skills Part B

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

Name of Student: Brittany/Kevin                Grade: k/k                Age:6/6

Female/Male: F/M

Object Control Skills- (Lab 5) Part B

Skill

Materials

Directions

Performance Criteria

Trial 1

Trial 2

1. Stationary Bounce with hand (dribbling)

Use a clear space, you can use a variety of playground balls or basketballs on a hard, flat surface.

During a game or activity, watch a student bounce a ball with their hand and/or dribble. Tell the student to bounce the ball using one hand.

  1. Contacts ball with one hand at about hip height.

No

Yes

  1. Pushes the ball with fingers (not a slap).

Yes

Yes

  1. Ball contacts floor in front of (or to the outside of) foot on the side of the hand being used.

Yes

Yes

2.Kick

Use a clear space, you can use a sponge ball or something soft.

During a game or activity, watch a student kick.

Place the ball on a line nearest the wall. Tell the student to kick the ball toward the wall.  

  1. Rapid continuous approach to the ball.

Yes

Yes

  1. The trunk is inclined backward during ball contact.

No

Yes

  1. Forward swing of the arm opposite kicking leg.

Yes

Yes

  1. Follow-through by hopping on the non-kicking foot.

No

No