Spring 2010 – Professor Yang

Stability:  Lab One

Name: __William Jones______________________                         Date: __2-9-2011_______        Lab Group Day and #: ___Wed / 1_______


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

B. To get to “know” some of the students at St. Mary’s through play and participation.

C. To make yourself aware of Stability (static and dynamic movements) across the different phases of motor development (Table 1.6, page 21 of Gallahue text)

TODAY IS FAIRLY INFORMAL! Have fun but be purposeful, try to learn a little about your students including their names.



* Assigned group stays with Pre-K for entire time

  1. Play with kids – parachute activities
  2. Fine Motor Activities (coloring, books, story time, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text  


  1. Fine motor activity (finger twister, coloring, etc.)
  2. Observation of fine motor activity (eating, coloring, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text


  1. Tag Games from Adventure Activities
  2. Tag games from Text


  1. Organize PE equipment rooms, ball bins, racks
  2. Cut out photos for labeling equipment boxes


TASK A – Gross and Fine Motor Observation:  Please answer the following questions, all responses must be typed:

Observe the interaction between St. Mary’s students and your peers (Cortland students).  Try to get an idea of the behaviors of the St. Mary’s students – Do they listen well? Do they remain on task? What do they attend to?  What motivates them to play?

1. Based upon observation, what are the differences in motor behavior and  social between the St. Mary’s students you observed?  What differences did you observe between grade levels, gender, and ability?  Do you think that grade level, gender, and ability have any influence on motor behavior?

There was a wide variety of students with many different levels of motor behavior and skill levels represented at St. Mary’s. There were students who were very proficient at dribbling, shooting, and running with the ball, while there were also students who struggled with the basic coordination of keeping the ball under control while standing still. Some students were able to effectively run and jump while others looked like they weren’t as proficient at moving their bodies through the gym. As for grade levels, motor skills changed drastically from one grade to another, in that the slightly older students were much more fluid in their movements and looked as if they were moving about with little to no effort, while the slightly younger students were expending a lot of energy to run to a hoop and back. As for gender, I felt like most of the students were fairly equal in the moving abilities, because there was no large gap in between their performance while running or tagging. The higher the students go in grade levels will drastically have an effect on their development, because at such a young age one year can be monumental.

2.  Based upon your observation, what fine motor activities did you observe (describe these) when watching the St. Mary’s students?  Were there differences between age?  Gender? Ability?  

When playing my game the students needed to run and pick up very small foam balls one at a time and rush them back to put them in their specified bucket. The fine motor control of  the students being able to grab and catch the small fast rolling balls tested not only their gross motor skills, but they were forced to react to the fast rolling small balls. The age group that I mainly worked with were all fairly equal in their abilities to navigate through the gym to their specified area and grab the balls effectively. Gender was not linked to ability in any way, because the boys and girls both equally performed the task with neither leaving the other behind.