SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: ____Aaron Christman__________________                 Date: _____9-27-07_________           Lab Group Day and #: ___Monday_______

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.  

- The variety in movement patterns that I observed while at Saint Mary’s were fundamental movement skills such as running and jumping, hopping , galloping and also twisting and turning. One of the games played that I observed had to do with twisting and turning in which this was also a stability movement skill or non locomotive skill. I also saw a couple of examples of manipulative movement which involved throwing and catching a football. I worked with several kids but we used two 1st graders aged around 6 for our examples. A boy with a green vest and a girl with pink socks, the boy displayed good fundamental skills and so did the girl. However due to their age they didn’t really show any signs of manipulative movement or stability movements. They did have balance but they didn’t really do any swinging or body rolling which shows higher levels of stability movements. 

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?

- The effective teaching strategies or things that worked well were using a loud voice to attract attention of all the children to do certain things. I also observed that using a whistle or music is a great way to gain attention from kids. Lowering yourself to a lower level and speaking to the children is a great way as well to know you have the children’s attention. The effect of using good speaking skills and syntax in which the children can understand words that are simple and not difficult was that the lesson you are trying to teach or game can be understood better. I also observed that repeating the directions to the children and letting them repeat them to you is a great way to receive feedback regarding your directions. This perhaps was the best strategy because you aren’t assuming that they understand when they really don’t. By them repeating the information and reflecting it back to you it is easier to tell they understood the information and know how to play the game correctly.

 MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):___Green Vest_(Greg)________/___Pink Socks__(Patty)________                Grades:__1___/_____                Ages: ___6__/__7____

Gender:  _____M__/__F______

Locomotor Skills- (Lab 2) Part A

Skill

Materials

Directions

Performance Criteria

Child 1

Greg*

Child 2

Patty*

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.

N

Y

  1. Arms in opposition to legs, elbow bent.

Y

N

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

N

Y

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

N

N

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

N

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

Y

N

  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.

Y

Y

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

Y

N

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

Y

N

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

N

Y