SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Lab 4 - Object Control

        

Name: _Joshua Daves___________________                 Date: _Nov. 2, 2011_____           Lab Group Day and #: Wed./2

Tasks

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

B. Complete Observation and Reflection from Task A Worksheet.

C. Complete Chart (TGMD-2) Overhand and Catching Checklist.

D. Complete Chart (Gallahue Checklist) on Overhand Throw. (If time permits)

TASK A – OBSERVATION/REFLECTION

1. Reflecting on your experience so far at St Mary’s, what do you think have been some difficulties or challenges you have faced?  Consider all areas – environment, children, etc.

        It was difficult to interact with all of the children at once in the playground area because they were so excited to play. I noticed there were a few kids who did not want to run around so I sat and read a book to them and then helped them read it themselves. I noticed the majority of the children liked the Halloween costumes other Cortland majors were wearing because they chased them around a lot. It just seemed hard for them to keep a professional distance with the kids while being dressed up because the kids were so hyper and there wasn't a structured indoor school environment.

2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?

        Maybe to have a structured game or activity that the kids can be involved in with you while maintaining a professional distance.

MOTOR DEVELOPMENT LAB- Object Control Skills

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

Name of Students (first names only):___Dunk____/__Nike____                Grades:_Pre K__/_Pre K_                Ages: _____/______

Gender:  __M___/___F__

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

1. Overhand Throw

Use a clear space, you can use a variety of yarn balls, tennis balls, etc.

During a game or activity, watch a student throw. Tell the student to throw the ball as best as they can.

  1. A downward arc of the throwing arm initiates the windup.
  2. Rotation of the hip and shoulder to a point where non-dominant side faces an imaginary target.
  3. Weight is transfered by stepping with the foot opposite the throwing hand.
  4. Follow through beyond ball side release diagnoly across body toward side opposite throwing side.

Yes

No

No

No

Yes

Yes

Yes

Yes

2. Catch

Use a clear space, you can use a sponge ball or something soft depending on the individual.

During a game or activity, watch a student catch.

Try tossing the ball underhand directly to the student with a slight arc and tell him/her to catch it with your hands. Only count those tosses that are between the student’s shoulders and waist.

  1. Preparation phase where elbows are flexed and hands are in front of the body.
  2. .Arms extended in peparation for ball contact.
  3. Ball is caught and controlled by hands only.
  4. Elbows bend to absorb face.

Yes

Yes

No

Yes

No

Yes

Yes

Yes


Lab 4

Object Control Lab

Overhand Throw Checklist

Child’s Name:__”Dunk”________        Date: _Nov. 2, 2011______

Your task for this station is to qualitatively assess the student’s ability to perform the overhand throw using the following criteria based on Gallahue (1998):

A. Initial stage.                                                                

l. Action mainly from elbow.        

2. Elbow remains in front of body; a push.

3. Follow-through - forward and downward.

4. Feet remain stationary.

B. Elementary stage.

1. Arm is swung forward, high over shoulder.

2. Shoulders rotate toward throwing side.

3. Trunk flexes forward with forward motion of arm.

4. Definite forward shift of body weight.

5. Steps forward with leg on same side as throwing arm.

C. Mature stage.

1. Arm is swung backward in preparation.

2. Opposite elbow is raised for balance as a

preparatory action in the throwing arm.

3. Definite rotation through hips, legs, spine, and shoulders during throw.

4. As weight is shifted, there is a step with opposite foot.

Task one – have the students throw a different size ball during a game, record three observations of their throw.

Observation number

1

2

3

Initial Stage

Check

Check

Elementary Stage

Check

Mature Stage

Task two – have the students throw a heavier or lighter ball during a game, record three observations of their throw.

Observation number

1

2

3

Initial Stage

Elementary Stage

Check

Check

Check

Mature Stage