SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 – Professor Yang
1. Task one: Reflection.
2. Task two: Object Control Skills Part B Worksheet.
1. Consider the activities/games that you have utilized so far during the past four labs. Were they appropriate for the students at St. Mary’s? Why or why not?
The games that i have used the past four labs were appropriate to an extent. For labs one and three, I used mainly tag games. If you want to assess students in their motor skills you need to incorporate games that include locomotor skills. You need to create games that separate you from the average PE teacher who plays tag or basketball all the time. As far as the pre-K children go, last weeks theme was Dinosaur Train and i brought in a book about dinosaurs. I kept the kids interested by having them pronounce names of the different dinosaurs and i kept eye contact on them. Also i kept the book facing them so my voice would project more to them. They also had an opportunity to see the pictures in the book. I think I work better with the pre-K group than the older group.
2. What might be some limitations to games or activities when using them in the process of assessing motor skills?
If you want to assess motor skills you need to make your games do just that. For example, if you want to assess an overhead throw make it so that in a game they throw it over a wall or something really high. If you have a game where they throw it to a partner who is ten feet away, they may just underhand throw or they will toss it effortlessly. This will not give you a chance to view a proper overhand throw. Another example is when you are assessing a kick, do not have a game where they kick to a goal three feet in front of them. Lengthen the area where they have to kick the ball using weight transfer.
MOTOR DEVELOPMENT LAB- Object Control Skills Part B
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Students: Tom and Tanya Grade: K/K Age: 6/6
Male and Female respectfully
Object Control Skills- (Lab 5) Part B
1. Stationary Bounce with hand (dribbling)
Use a clear space, you can use a variety of playground balls or basketballs on a hard, flat surface.
During a game or activity, watch a student bounce a ball with their hand and/or dribble. Tell the student to bounce the ball using one hand.
1. Contacts ball with one hand at about hip height.
2. Pushes the ball with fingers (not a slap).
3. Ball contacts floor in front of (or to the outside of) foot on the side of the hand being used.
Use a clear space, you can use a sponge ball or something soft.
During a game or activity, watch a student kick.
Place the ball on a line nearest the wall. Tell the student to kick the ball toward the wall.
1. Rapid continuous approach to the ball.
2. The trunk is inclined backward during ball contact.
3. Forward swing of the arm opposite kicking leg.
4. Follow-through by hopping on the non-kicking foot.