SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: _______Tracy McClure________                 Date: ____10-6-10____           Lab Group Day and #: __Wednesday 201__

Tasks

A. To observe the interaction between Cortland students and St. Mary’s students while playing the pre-planned games with a Pirate 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.  

Throughout the day, I had a chance to see many different children show us the run, hop, and gallop. They were anywhere between Pre-K and 2nd grade. The younger kids definitely had a more difficult time demonstrating these skills even if they did understand what the basics were. I did not observe any differences in gender. Their ability seemed to have everything to do with their age and the stages of development they are going through at this time. This skill set is still new to the younger kids, while the older ones are better acquainted with it. The biggest differences I saw with age occurred mostly with the hop and the gallop. The gallop seemed easy enough the younger children to understand. Most of them did it, but only at the basic level. Many of them did not bring their arms up to waist level or were able to successfully lead with both feet. Some of them were able to effectively lead with both feet, some were not, but there was no pattern as far as gender is concerned. Many of them also seemed to misunderstand the hop. Hopping with two feet together instead of one was extremely popular. However, this could also be due to a lack of demonstration. This is quite an easy mistake to make considering what the “bunny hop” looks like. Therefore, pendulum swings were not observed as well as switching from one foot to the other. The older children from different groups that I observed didn’t appear to have the same difficulties. Then again, I mostly concentrated on watching the younger ones.

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?

First and foremost, it was the very first lab leading anything. It was very difficult to get the kids to pay attention. The gymnasium was extremely loud, busy, and distracting. Many of the kids wouldn’t sit still long enough to listen to directions. Therefore, those who spoke the fastest, most energetically, and clearly kept the best audience. Getting down more to their level also seemed to help a little. They were more willing to listen when we bent down even a little. The kids are cooped up all day in school. With so many noises and activities going on around them, paired with their need for freedom, setting up a structured game is difficult. That is why you need to quickly convince them to stay and play. Those who spoke softly and had trouble explaining their game or didn’t start explaining soon enough, quickly lost children’s interest and presence.

 MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):______A______/______N_______                Grades:__K__/__K__                Ages: __6__/__6__

Gender:  __M_____/____F____

Locomotor Skills- (Lab 2) Part A

Skill

Materials

Directions

Performance Criteria

A

N

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.

X

X

  1. Arms in opposition to legs, elbow bent.

X

X

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

X

X

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

X

X

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.

X

X

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

X

X

  1. Arms bent and lifted to waist level.

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

Could use some more work

X

X

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.

X

X

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

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

X

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

X