SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Lab 4 - Object Control

Name: _____Jake Rogalia_______________________________                 Date: ___4/6/11_____           Lab Group Day and #: _wed 3-5__

Tasks

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

B. Complete Observation and Reflection from Task A Worksheet.

C. Complete Chart (TGMD-2) Overhand and Catching Checklist.

D. Complete Chart (Gallahue Checklist) on Overhand Throw. (If time permits)

TASK A – OBSERVATION/REFLECTION

1. Reflecting on your experience so far at St Mary’s, what do you think have been some difficulties or challenges you have faced?  Consider all areas – environment, children, etc.

        Some difficulties or challenges that I have faced while being at St. Mary’s are being able to get the students attention and keep it. At this age the kids love being active and it’s hard for them to sit still and listen. When we were trying to explain a game as soon as we said the name of the game the students got up and started running around before we could even explain the rules and how the game works.

2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?

Some ideas that I have to resolve my difficulties would be to find a way to keep the students quiet and paying attention while I explain games. For this to happen I should set the tone right when I start talking to the students. I also need to try and come up with better hook lines to get the students really excited and anxious to play my game.


MOTOR DEVELOPMENT LAB- Object Control Skills

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

Name of Students (first names only):___Joey_________/____April__________ Grades:__K___/___K__                Ages: __6__/__6___

Gender:  ____M___/__F______

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

1. Overhand Throw

Use a clear space, you can use a variety of yarn balls, tennis balls, etc.

During a game or activity, watch a student throw. Tell the student to throw the ball as best as they can.

  1. A downward arc of the throwing arm initiates the windup.

Y

Y

  1. Rotation of hip and shoulder to a point where non-dominant side faces an imaginary target.

Y

N

  1. Weight is transferred by stepping with the foot opposite the throwing hand.

Y

Y

  1. Follow-through beyond ball release diagonally across body toward side opposite throwing arm.

N

N

2. Catch

Use a clear space, you can use a sponge ball or something soft depending on the individual.

During a game or activity, watch a student catch.

Try tossing the ball underhand directly to the student with a slight arc and tell him/her to catch it with your hands. Only count those tosses that are between the student’s shoulders and waist.

  1. Preparation phase where elbows are flexed and hands are in front of the body.

Y

Y

  1. Arms extend in preparation for ball contact.

Y

Y

  1. Ball is caught and controlled by hands only.

N

N

  1. Elbows bend to absorb force.

Y

Y


Lab 4

Object Control Lab

Overhand Throw Checklist

Child’s Name:_____________________________________________        Date: _________________

Your task for this station is to qualitatively assess the student’s ability to perform the overhand throw using the following criteria based on Gallahue (1998):

A. Initial stage.                                                                

l. Action mainly from elbow.        

2. Elbow remains in front of body; a push.

3. Follow-through - forward and downward.

4. Feet remain stationary.

B. Elementary stage.

1. Arm is swung forward, high over shoulder.

2. Shoulders rotate toward throwing side.

3. Trunk flexes forward with forward motion of arm.

4. Definite forward shift of body weight.

5. Steps forward with leg on same side as throwing arm.

C. Mature stage.

1. Arm is swung backward in preparation.

2. Opposite elbow is raised for balance as a

preparatory action in the throwing arm.

3. Definite rotation through hips, legs, spine, and shoulders during throw.

4. As weight is shifted, there is a step with opposite foot.

Task one – have the students throw a different size ball during a game, record three observations of their throw.

Observation number

1

2

3

Initial Stage

Elementary Stage

Mature Stage

Task two – have the students throw a heavier or lighter ball during a game, record three observations of their throw.

Observation number

1

2

3

Initial Stage

Elementary Stage

Mature Stage