SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2011 – Professor. Yang

Locomotor Lab Part A:  Lab Two

 

                     Name: George Steck                 Date: March 7th , 2011           Lab Group Day and #: Wednesday, MonStars

 

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.  

There were many movement patterns that I observed at St. Mary’s for the second lab. This week we began our locomotor skill assessments on two children. Their names were Aaron and Brittany. Both students were in Kindergarten and are 6 years old. Aaron appeared to me more energetic than Brittany who was not interested in playing from what I saw. Aaron could run and hop more effectively than Brittany. He kept his arms an opposition to his legs and he kept his elbows bent where Brittany did not. Their gallops were equivalent to one another. Brittany however did not hop at all, mostly due to fatigue. Aaron could hop on both legs, his nonsupport leg was behind his body, and he used his arms to push him. I worked with the cafeteria group for the remainder of the lab. From what I observed, the girls and boys both had equal amounts of energy however they had a difficult time following directions.

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?

I did not get a chance to teach my game this week however a few group members of mine did. There were some strategies I liked and others I did not like. I observed a student in my group who always asked questions during his instruction to keep the kids focused on him. Ee was clear and his voice was loud enough so everybody could hear him. This was the most effective strategy I saw because the children were following his directions and staying within the rules of the game. Another student in my group gave up as he was explaining his game. He appeared to be frustrated and as a result just walked away from the children completely. If there is one thing I learned is that children will listen if you are motivated to work with them. Children will react by what you bring to the table and if you are not completely focused on your game the children will not be interested at all.

MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only): Aaron / Brittany                Grades: K / K                 Ages: 6 / 6

Gender:  Male/ Female

Locomotor Skills- (Lab 2) Part A

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

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.

Y

Y

2.                       Arms in opposition to legs, elbow bent.

Y

Y

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

N

N

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

Y

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

Y

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

Y

Y

3.                       Arms bent and lifted to waist level.

Y

Y

4.                       Able to lead with the right and left foot.

Y

Y

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

2.                       Nonsupport leg swings in pendulum fashion to produce force.

Y

N

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

N

N

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

Y

N