SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: ___Andy Ehle__________                 Date: __10/22/10______           Lab Group Day and #: Monday -Special Activities

Tasks

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

B. Locomotor Skills Part B 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.  Be sure to note with whom you worked, what grade they were in, and any differences in age, gender, or ability.

After observing the two children, it was clear that they did have a wide range of movement patterns.  We observed M and C and they were in

Kindergarten and were age 4-6.  M was a female, and C was a male.  Both were able to leap pretty good, however M could not leap while reaching with the opposite arm of the lead foot, whereas C could.  When it came to horizontal jumping, M was pretty limited to her abilities, she did not take off and land simultaneously, and she did not bring her arms downward during landing.  Child C also did not bring arms downward during his landing but he was able to extend his arms forward and upward reaching full extension above his head as well as able to land on simultaneously on both feet.  When it came to sliding however, Child M was better mover at this than Child C.  Her body was turned sideways, her lead foot stepped sideways and was then followed by a trail foot and there was also a short period where both feet were off the ground.  She was only able to go in on direction however.  Child C struggled with the sliding, he did not turn his body in the correct or desired direction, and was performing more of a gallop than a slide.

2. Describe “teaching strategies” that YOU used today towards connecting with the children.  What were they?  How did YOU use them?  What was the effect?  Were there any strategies that were more effective than others?  If so, why?

During this particular lab we were working on posters for the majority of the lab and did not actually have much interaction with the children.  However, when we did interact with them I really tried to get down to their level when I was speaking or explaining certain things to them.  Also, I dressed up as a super-hero and that seemed to be a big hit.  I was able to really play into the theme of the lab and the kids really gravitated towards me and were asking me all sorts of questions about what I was supposed to be.  I also used a loud, clear, and assertive voice when explaining directions to them.  Getting down to their level really worked well, being as tall as I am it was key to get low so they could hear me and not feel intimidated by me.

3.  After being at St. Mary’s for these past weeks and observing and working with the students, can you briefly describe an effective strategy (or strategies) that you used to capture the children’s attention and keep them on task for your activity.

Some effective strategies that I have noticed that seem to work well are the following: 1) Get their immediate energy out! Starting them out with a variation of a simple Tag game has worked well.  This allows them to just burn off some energy that they have had built up from being in school all day.  Once they burn up some of that immediate energy it really helps them to be more attentive and listen to directions, which is key when setting up our games.  2) Keeping the games simple, and not to have too much talking.  When there is too much talking the students lose interest and then do not follow directions.  Cues are important, and keeping it short and sweet really helps to keep the attention span.  

3) Getting down to their level.  Crouching down, or kneeling, helps for them to not only hear you better, but it makes us not look so big to them.  4) Dressing up in costume.  They absolutely love it when you dress up, and doing so allows them to get really interested in what we are doing because we “look the part.”  Some of the older kids may be “too cool” or think that the games are “dumb”, but when they see us college kids dressed up it helps them to put down their guard and really have fun participating.  5) Setting boundaries.  It really helped in a lot of the games to mark off boundaries, or tell them that they could only use half of the gym.  This helped in a lot of the tag game because if the whole gym was to be used the game would never end and nobody would ever get tagged.  6) And finally, MUSIC. Music is huge. It is by far the best signal for attention and it really helps to improve the atmosphere and make it even more fun.  

 \MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

Name of Students (first names only):__M_____/____C___                Grades:__K___/_____                Ages: __5__/__6___

Gender:  ____F___/___M_____

Locomotor Skills- (Lab 3) Part 2

Skill

Materials

Directions

Performance Criteria

Child 1

M

Child 2

C

1. Leap

Use a clear space

During a game or activity, watch a student leap. Tell the student to take large steps leaping from one foot to the other foot.

  1. Take off on one foot and land on the opposite foot.

X

X

  1. A period where both feet are off the ground (longer than running).

X

X

  1. Forward reach with arm opposite the lead foot.

X

2. Horizontal Jump

Use a clear space

During a game or activity, watch a student jump. Tell the student to jump as far as they can.  

  1. Preparatory movement includes flexion of both arms and knees with arms extended behind the body.

X

X

  1. Arms extend forcefully forward and upward, reaching full extension above the head.

X

  1. Take off and land on both feet simultaneously.

X

  1. Arms are brought downward during landing.

3. Slide

Use a clear space

During a game or activity, watch a student slide. Ask the student to slide facing the same direction.  

  1. Body turned sideways to desired direction of travel.

X

  1. A step sideways followed by a slide of the trailing foot to a point next to the lead foot.

X

  1. A short period where both feet are off the floor.

X

X

  1. Able to slide to the right and to the left side.