SUNY CORTLAND MOTOR DEVELOPMENT LAB
Today’s lab will allow you to observe and assess the skill of kicking and engage in some activities with the children. Keep space and safety issues in mind as you have the children perform the lab activities.
a. Task one – observation/reflection
b. Task two - Kicking assessment
c. Task three - Games
For the first task, just take short notes as you observe your peers as they interact with the Dryden Students.
For the second task, be consistent in terms of the distance that the students kick (I have set a minimum of 12 feet). For the assessment, one or two of your group members can work with the children while the other(s) can record the data. Be sure to collect all required data (i.e., first names, age, grade level, etc,). Allow the children to “practice” kicking a few times, then, begin the assessment. You are to observe and assess five different kicks for both types of kicking tasks.
After you have recorded the data, you can begin to alter the task by using a variety of the “awareness” concepts found in chapter 23 of the text (space, direction, speed, etc.). You can also provide some basic instruction on kicking form.
Look to your text to find games or activities for the kicking skill utilized for the lab. You may also find activities off of the internet (please check my links page on our WebCT classroom). Plan for additional activities such as tag games, etc, keeping in mind the more variety you have, the better.
We may also try to organize a simple game of soccer towards the end of the lab and we will finish the lab with a group game or activity.
1.Observe your fellow students as they interact with the Dryden elementary student(s). Describe what you feel are appropriate and relevant behaviors your fellow students exhibit.
Observing my fellow students I felt there were many appropriate and relevant behaviors. I have noticed that although we had a few kids that weren’t willing to listen, my fellow students did a good job of keeping control of the situation. My group was in the room with all of the gymnastics equipment and I thought that we did a good job of creating and keeping boundaries.
2.Briefly describe any inappropriate behaviors your group members exhibit with elementary aged students.
Some inappropriate behaviors in my group would have been discipline. Although we did a good job keeping control of the situation, you could tell we were a little confused on how to discipline our group. Another would have to be that we need to explain the games we are playing more clearly.
TASK TWO – KICKING ASSESSMENT
Child’s Name: ___________________________________________ Grade Level: ___________ Date: _________________
Your task for this station is to qualitatively assess the student’s ability to perform the skill of kicking (using a soccer ball) using the following criteria for kicking from Gallahue (1998). For part A, have the children kick towards one of your group members (be at least 12 feet away), for part B, have the children attempt to kick and score through a four foot across goal (from at least 12 feet away). Keep the environment as stable as possible.
A. Initial stage.
1. Movements are restricted during kicking action.
2. Trunk remains erect.
3. Arms are used to maintain balance.
4. Movement of kicking leg is limited in back swing.
5. Forward swing is short: there is little follow-through.
6. Child kicks "at" ball (not kicking squarely and following through).
7. A pushing rather than a striking action is predominant.
B. Elementary stage.
l. Preparatory back swing is centered at the knee.
2. Kicking leg tends to remain bent throughout the kick.
3. Follow-through is limited to forward movement of the knee.
4. One or more deliberate steps are taken toward the ball.
C. Mature stage.
l. Arms swing in opposition to each other during kicking action.
2. Trunk bends at waist during follow-through.
3. Movement of kicking leg is initiated at the hip.
4. Support leg bends slightly on contact.
5. Length of leg swing increases.
6. Follow-through is high.
7. Approach to the ball is from either a run or leap.
A. Kicking towards a member of your lab group (at least 12 feet away)
B. Kicking towards a “goal” created by two cones set four feet apart (from at least 12 feet away)
Questions for Task two:
1. Do you think the use of the task of kicking towards one of the members of your group allowed for an honest assessment of kicking ability? Why/why not? Do you feel that kicking towards a “goal” allowed for an honest assessment of kicking ability? Why/why not?
I don’t think that kicking towards one of the members of the group allowed for an honest assessment of kicking ability. It seemed that some of the children were holding back and went back from the mature stage to the elementary so that they didn’t kick it passed us. I feel that kicking towards a “goal” allowed for an honest assessment of kicking ability. None of the children were afraid to kick it too hard. They all made attempts at kicking the ball and each looked to stay in the mature stage during this activity.
2. Could an “open” environment or game-like activity impact the developmental level of the observed kick? Why?
Yes, I think an “open” environment or game-like activity impact the development level of the observed kick. When children are in an “open” environment or game-like activity they do not try to hold back, they can run and follow through the ball, such as is done in the mature stage.