SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Lab 4 - Object Control

Justin albro        

Name: ___________________________________________                 Date: ______________           Lab Group Day and #: __MON/ FANCY FLYERS________

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.

I feel that some of the challenges that I have faced so far are just the fact that some times the kids are not interested in the games at all. They seem to not want to play and could carless about the game. They want to just sit out and not be involved. As a teacher we have to try and encourage them to participate. If the child is not interested then it makes our job very difficult.

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

Some ideas that have worked, was to try and talk the kid into playing. Convince them that it will be a lot of fun. Even if you let them sit out for a few minutes and have them see all the kids having fun then they will want to have fun also. If their friends are involved then they will want to be involved also. We can also try to tell them that they will be able to play one of their games if there is time. This gets them motivated.


MOTOR DEVELOPMENT LAB- Object Control Skills

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

Name of Students (first names only):_____mary_______/______john________                Grades:___k__/_k____                Ages: ___6__/___6___

Gender:  __g_____/____b____

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

Y

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.

S

N

  1. Elbows bend to absorb force.

Y

Y


Lab 4

Object Control Lab

Overhand Throw Checklist

Child’s Name:_________________mary____________________________        Date: ______4/4___________

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

x

x

Mature Stage

x

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

x

Mature Stage

x

x