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.

The time spent at St. Mary's has been a blast and it is really providing me with great information on the development of younger children. A challenge I have faced at St. Mary's is the students thinking the game I demonstrated is boring and most of them do not want to participate. This occurred once and the child said he had done the activity when he was in the 3rd grade. I took the comment kind of harshly because I really want to go into St. Mary's providing the students with new and exciting games they enjoy. Another difficulty is trying to get around the entire group of children and interact with all of them equally. This is tough because the limited time we have with the children and sometimes it is hard to leave one child when he/she always wants to talk or play with me. So far, my time at St. Mary's has been a valuable experience and it is great to know when leaving the school I have brought a smile to the faces of many children.

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

In order to keep the games interesting to the students I will have to research deeper for exciting activities that can be easily modified. If I can find and explain new games they have never played before the students will remain focused and have fun. Also, providing some competition can drive the students as well to participate in the activity. Going to St. Mary's and providing the students with fun activities is the most important factor to me because I want to make the children smile. When the game becomes boring they tend to show little interest and tend to misbehave more often. So, coming up with creative and unique games is a vital aspect to avoid one of the difficulties I encountered at St. Mary's. The second challenge can be resolved by creating small talk with the children or sitting down with a group of students at once, so it is not individually. Talking to children individually consumes more time and can result in trying to move on to another child much harder because the child may become "clingy".

MOTOR DEVELOPMENT LAB- Object Control Skills

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

Name of Students (first names only):"Ben" / "Sarah" Grades:1st / 1st 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.	A downward arc of the throwing arm initiates the windup.	Y	Y
			Rotation of hip and shoulder to a point where non-dominant side faces an imaginary target.	N	N
			Weight is transferred by stepping with the foot opposite the throwing hand.	Y	N
			Follow-through beyond ball release diagonally across body toward side opposite throwing arm.	Y	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.	Preparation phase where elbows are flexed and hands are in front of the body.	N	N
			Arms extend in preparation for ball contact.	Y	Y
			Ball is caught and controlled by hands only.	Y	Y
			Elbows bend to absorb force.	N	N

Lab 4

Object Control Lab

Overhand Throw Checklist

Child’s Name: "Sarah" Date: 11/5/11

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	X	X
Elementary Stage			X
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	X
Elementary Stage		X	X
Mature Stage