SUNY CORTLAND MOTOR DEVELOPMENT LAB
B. Locomotor Tasks.
C. Volleying Tasks
D. Dance Activities
For the first task, you will be using a version of the TGMD-2 (Test for Gross Motor Development- Second Edition- Revised). As you experienced before, his particular assessment is a checklist that asks you to check off whether the student has met four performance criteria for galloping and hopping.
Please be aware of safety and clearly define the boundaries for the activity. Pay close attention to how the speed of the activity might impact the qualitative performance of the skills. 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 “warm up” in some way – play a quick tag game before you begin this section of the lab.
After you have recorded the data, you can provide some basic instruction on the performance of the skills.
The volleying checklists are to be done recording data for the same individual for both tasks. Do the balloon first followed by the trainer or ball. Use the volleying tasks provided and look up some others to use as well.
Look to the internet (please check my links page on our WebCT classroom) for related activities and games. Plan for additional activities such as tag games, etc, keeping in mind the more variety you have, the better.
We will finish lab with some large group games and, of course, the ever popular parachute.
1. Consider the activities/games that you have utilized so far during our labs. Were they appropriate for the students at Dryden?
Why or why not?
Yes, it has seemed that all the activities/games that we have utilized for our labs have been appropriate for the students at Dryden. The students are able to understand the activities/games and are able to excel.
2. What might be some limitations to games or activities when using them in the process of assessing motor skills?
When using games or activities to assess motor skills, some limitations might be that you need to keep the students a certain length apart from each other. In some cases when they are to close to each other, they may use the elementary stage rather than the mature stage.
Task B. - Locomotor Skills
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Student:____________________________________ Grade:__________ Age: ___________
Check if male _______ or female_______
Locomotor Skills- Part A
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.
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.
4. Able to hop on the right and left foot.
Volleying Checklist – TASK C.
Child’s Name:_____________________________________________ Date: _________________
Your task for this activity is to qualitatively assess the student’s ability to perform the skill of volleying using a balloon for the initial assessment and then switching to either a beach ball or volleyball trainer for the second assessment. Focus only on one child for both assessments. For assessment, use the following criteria for volleying from Gallahue (2002):
A. Initial stage.
1. Inability to correctly judge the path of ball/balloon.
2. Inability to get under the ball.
3. Inability to simultaneously contact the ball with both hands.
4. Slaps at ball from behind.B.
l. Failure to visually track ball.
2. Gets under ball.
3. Slaps at ball.
4. Action mainly from hands and arms.
5. Little lift or follow-through with legs.
6. Unable to control direction or intended flight of ball.
7. Wrists relax and ball often travels backward.
C. Mature stage.
l. Gets under ball.
2. Good contact with fingertips.
3. Wrists remain stiff and arms follow through.
4. Ability to control direction and intended flight of ball.
TASK TWO (cont.)
1.Was there a difference in developmental levels of the skill of volleying seen as the result of the equipment? Describe the differences.
Yes, there was a difference in developmental levels of the skill of volleying seen as the result of the equipment. When we brought in the volleyball instead of the balloon, it seemed that the students went back to the initial stage. They tried to hit the volleyball as hard as the balloon but since it was heavier they went back to the initial stage.
2.What do you think would be a developmentally appropriate progression of volleying activities leading to the actual skill of the overhead volley in volleyball (e.g., discuss equipment and/or types of cues/pointers you might use based on the grade level of students you worked with during lab).
I think a good way to go about this progression would be to first use the balloon and show them how to get under the ball and cues for how to use your hand to volley the balloon. Next, after they begin to progress, I would bring in the volleyball and use the same progressions until they were able to achieve the task.
TASK C. (continued)
What follows is a list of ideas/games to use for the skill of volleying. Use any of these as long as the activity is safe and appropriate for your students.
Introduce the overhead volley by showing the motion of dribbling a basketball. Then, reverse the motion so you are "dribbling" overhead.
Remind students of the three hints to overhead volley really well: 1) just as one uses the finger pads to dribble, you also use the finger pads to volley; 2) your hands push up to a high level, all the way over your head; and 3) you should use both, not just one, hand.
Students should take a balloon (or an appropriate type ball) to practice keeping the ball up in their self-space using the overhead volley. While students are practicing, observe and offer feedback based on the three cues.
Variations: Students can practice the skill while on their knees.
- Have students put one balloon or ball away and get a partner. Explain they and their partner will use the overhead volley to keep the balloon (or beach ball, volleyball trainer) up in the air. They should count the number of passes to their partner. Expand (if appropriate) to a larger group of the students.
On your signal have students strike the balloon/ball towards the ceiling in their own space using as many different body parts as they want (elbow, head, knee, wrist, shoulder, etc.). (Only body part to discourage may be the foot as the kicking motion may be dangerous and it is tough to get the balloon to the ceiling.) Tell them their goal is to hit it up in such a manner that they shouldn't have to move from their own self-space.
- Call out body parts to use to keep the balloon/ball up (elbow, head, knee, wrist, shoulder, etc.).
- Have them put together a sequence (twice with back of hand, then once with knee, once with elbow, etc). Have them make up their own and then they can show it off near end of activity.
Time to do the simple dances!. You will be doing the dance activity with the entire group.