SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor Yang

Stability:  Lab One

Name: Michael Robertson                         Date: 2/14/2011        Lab Group Day and #- Monday 3-5PM

Tasks

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.

Schedule:        

PREK CLASSROOM

* 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  

CAFETERIA 

  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

GYM

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

RESOURCES

  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?

 In my opinion, many of the students at St. Mary’s displayed different levels of motor behavior and development.  The younger kids had much shorter attention spans, meaning that the games had to be simplified and the directions had to be very straightforward.  As far as gender went, I noticed that more girls enjoyed playing the organized games.  A lot of the boys wanted to just play sports or shoot around a basketball.  Also, in my opinion, based on the kids I worked with in the cafeteria group, the girls were better behaved.  It seemed like a few of the boys in my group were very wound up.  Also, the group I had in the cafeteria was able to perform all of the loco motor skills.  They were in grades 2-5, so many of them are very familiar with the skills. I believe that the older kids were more social and willing to try new games.

  1.  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?  

While observing the St. Mary’s students, I noticed many fine motor skills.  The students were able to hop, skip, jump, and even crawl in some cases.  A lot of the kids had a lot more fun when the tag games were switched up to different fine motor skills, skipping for example.  It puts a twist on each game and it’s fun for the kids, and also improves their skills.  I did notice however, that the age of the students had a large affect on their ability in some cases.  Younger students had trouble hopping and performing the proper motion for a skip.  As age progressed in 2-5th grade, the students basically had these skills mastered.  The group that I was with was able to perform all of the skills above during tag games.