SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Amanda Porco         Date: March 9, 2011              Lab Group Day and #: Wednesday Lab #3

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.

        This week in lab at St. Mary’s we observed students in the Kindergarten and the First grade perform different locomotor skills.  These particular skills consisted of the leap, jump, and slide.  With observing the students it became aparrant that at points the students participated in the activities and at other points they seemed very distracted from the game.  Their age put a toll on their ability to properly execute these skills because they are still young and developing.  

        When it came to the leap and horizontal jump both students were able to perform the basics of the skill but also struggled with coordinating their legs and arms properly.  It was on a rare occasion that either student fully used their arms properly with the skill.  

        When it came the to slide both students executed it well.  They properly turned their body sideways and were able to slide in both directions.  Overall, I noticed that the students did well with these locomotor skills and only had a few things that could be improved.

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?

        

This week I was in the group with the second through fifth graders.  We started off being downstairs.  Once we walked down and they saw most of us were dressed in Western themed apparel they were instantly interested and asking me what would be doing once we got upstairs.  When I taught my game I brought them in close and made sure they were facing a wall with little to no distractions on it so they would be able to focus.  I kept my description and rules as short as possible to allow them to stay focused on what I was saying.  We had the same group last week so after that experience  was able to pick up little things to work on to improve my teaching abilities for this week.  

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.

After being at St. Mary’s for a few weeks I have mainly been able to notice certain strategies used on the second through fifth grades.  For starters, when calling them in you should be sure to call them in and have them facing a place that doesn’t have much that could distract them.  Also, children in this age group love to play competitive games.  You should be sure not to constantly stop the game and bring them in when changing the rules but rather simply say it briefly during a pause in the game.

MOTOR DEVELOPMENT LAB-Locomotor Skills Part B

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

Name of Students (first names only):___John____/______Amy______                Grades:__K___/__1st___                Ages: 5/6

Gender:  __M_____/_____F___

Locomotor Skills- (Lab 3) Part 2

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

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.

Yes

Yes

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

Yes

Yes

  1. Forward reach with arm opposite the lead foot.

No

No

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.

Yes

Yes

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

No

No

  1. Take off and land on both feet simultaneously.

Yes

Yes

  1. Arms are brought downward during landing.

Yes

Yes

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.

Yes

Yes

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

Yes

Yes

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

Yes

No

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

Yes

Yes