Spring 2010 – Professor Yang

Stability:  Lab One

Aaron Christman

Name: ____________________________________                         Date: ___9-27-10____________        Lab Group Day and #: ___Monday_______


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.



* 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  


  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


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


  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?

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?

 - Based on my observation at Saint Mary’s school I saw that the older the children were based on grade level and age the more socially independent they seemed to be. The older students wanted to do their own thing for the majority of the time and didn’t really want to take part in the “younger” games and songs that we did. Now the younger the student the more I saw that they liked to stay together and hang on to one another and do whatever their other peers were doing. In games that we played many times kids were always in pairs or together showing their sense of attachment to other children. Motor behavior wise the older the kids the more advanced they seemed to be vs. the younger less advanced children. The older kids could shoot a basketball on the bigger hoop while the younger ones could barley hit the backboard on the lowered hoop. This is because the children have developed more at the older ages and their fine and gross motor skills are much more intact.

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?  

- Fine motor actives that I saw displayed amongst the older group of kids were tying their shoes, shooting baskets in an appropriate shot motion, and playing jump rope. One girl actually was jumping two ropes at the same time which shows a great deal of cognitive development in which she has to concentrate and focus on having a timed rhythm of when to jump. The younger age group from around pre-k to 1st grade barley did any fine motor skills. They focused more on gross motor skills such as jumping, running, hopping and walking. I saw a couple students try to tie their shoes but could not properly do it. The older girl that was doing the jump rope was an example of a gender difference in which girls develop faster than boys because a boy tried to do the jump rope and couldn’t the timing right. So instead of jumping in rhythm like the girl did he instead slid under the jump ropes. These were just a few example of how fine motor activities differ based on age and gender.