SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: George Steck                                                                Date: March 13, 2011                                           Lab Group Day and #: Wednesday, MonStars

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.

     For observation, I had to assess two students performing the leap, horizontal jump, and slide. The two children I observed were Tim and Amber. For the leap, Tim took off on one foot and landed on the other. He reached out with his arms however, his leap resembled more of a run. Amber did a variety of movements when she was asked to leap. I saw running, hopping, and a little bit of a gallop however I did not see a leap. For the horizontal jump Tim and Amber both took off and landed on both feet however Tim brought his arms through as he landed. Neither of them performed the preparatory movements which included flexion of arms and knees nor were their arms extended above their heads. As far as the slide goes, Tim had both of his feet off the floor and was able to slide with both feet. Amber was able to turn sideways however she moved forward and galloped. Tim appeared to be more interested in games than Amber.

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?

     For lab today, I made sure that I brought the children to a corner when I explained my games. This would cause them to get less distracted by things around the gymnasium. The 2nd graders would get rowdy so I tried to keep my directions short and sweet however a few of them were out of control. I asked them if you could hear me clap once and that helped to get their attention for the most part. Some of the children listened to the directions and for those that were not paying attention I began the game anyway. The effect was the children stopped being rowdy and they learned the directions through playing the game. I felt that

getting the kids into the game although some were not paying attention helped them to settle down and corporate. That was the most effective strategy I believe.  

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.

     Over the past few weeks I believe I formulated some good ideas to help keep kids interacted with the games and activities that I presented to them. In order to get their attention I usually ask them if they can hear me clap once, twice, three times, etc. However that’s only effective the 1st or 2nd time. When it comes to dealing with rowdy kids I think of other ways to keep their attention like singing if you’re happy and you know it clap your hands. Little things like that help the kids stay interested in what you have to say. Most importantly, you need to be loud and energetic because what I have learned is that the students feed off your energy.


MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

Name of Students (first names only):____Tim________/____Amber________                Grades:__K___/__K___                Ages: __6___/___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.

Y

N

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

N

N

  1. Forward reach with arm opposite the lead foot.

Y

N

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.

N

N

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

N

N

  1. Take off and land on both feet simultaneously.

Y

Y

  1. Arms are brought downward during landing.

Y

N

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.

Y

Y

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

N

N

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

Y

N

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

Y

N