SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two


Name: Carly Cooper                 Date: 10/3/11          Lab Group Day and #: Wednesday and Lab Two


Tasks

A. To observe the interaction between Cortland students and St. Mary’s students while playing the pre-planned games with an Olympic Theme:
B. Locomotor Tasks Part A Worksheet.

TASK A – OBSERVATION/REFLECTION

Observe the interaction between St. Mary’s students and Cortland students.

1. Observe the St. Mary’s student(s) as they participate in the activities.  Describe the variability of the movement patterns you observed in your students.  Be sure to note with whom you worked , what grade they were in, and any differences in age, gender, or ability.  
        After observing the different movement patters in students I was impressed with how much they could do. Working with Lexi and Abigail on the side I was very impressed with their ability in gymnastics activities such as kart wheels and even doing splits. These girls specifically were better than me at these skills! There were others who participated, but I am not sure of their name. I was also impressed with different dance moves that these girls were showing. They were very sociable and showed a lot of skill in different dance moves! They were mostly in third grade. All of the students I worked with showed the ability to be able to be able to run at a pretty decent level. I would say most were at elementary levels. They all could somewhat gallop and hop, but showed more difficulty with these different movement activities. I would say most were at initial and some at elementary. I saw differences in gender and age a lot when it came to actually understanding the game, not so much doing it. I saw that the older kids were somewhat better at the game, but could definitely understand it better than the pre-k and kindergarten students. I noticed this specifically at the end when my group was trying to teach the cotton eye jo dance. The younger kids needed much more one on one assistance than the older kids because the older ones were able to watch and learn from the teachers, where as the younger kids needed more instruction.





2. Describe the effective “teaching strategies” that you observed.  What were they and on whom did you use them?  How were they used?  What was the effect?  Were there any strategies that were more effective than others?  If so, why?
        I observed a few different effective “teaching strategies” while being at St. Mary’s. The first one I noticed and the one that stood out the most to me was while I was watching the game in the beginning that our Teaching Assistant Kelsey made up. This was the most simple game I think of the day, but to me it was the most effective. After watching this, I realized that the more simple you make the games and instructions as well, the more productive they will be. This game was simply trying to keep as many animals in your hoola hoop with your team while sliding or hopping back and forth to the other hoola ups and those teams. This game did not take long to explain and the students understood what to do almost immediately. It was so effective and enjoyable for them that they wanted to keep playing after the first try. After noticing this one, I met with my group and we decided to make our game more simple and easier for the students to understand and I think that it really helped out for our game, which was the last game of the day. It made it much easier to explain and also to understand for the students. The second strategy that I noticed and performed at St. Mary’s was how much the Teaching Assistants get on the level of the students. Whenever I was playing with the students during their free time I would also get on their level to ask them to play and even sometimes while we were playing. This made it a lot easier to get them involved because they feel more comfortable with you when you get down to the level of them. Another strategy that I used and noticed was to be extremely enthusiastic with the students. I would always say “hey lets go play a REALLY fun game” and other similar lines to encourage the students to stay involved. By being enthusiastic myself and showing them that even I (the teacher) wanted to play, helped to get them to want to as well. All of the teaching strategies that I have listed were extremely effective and I did and will continue to use them and work on them during my time at St. Mary’s.











MOTOR DEVELOPMENT LAB- Locomotor Skills Part A


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

Name of Students (first names only): Kelsey/Joe                Grades:____/____                Ages: ____/_____
Gender:  Girl/Boy
Locomotor Skills- (Lab 2) Part A

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

1. Run

Use a clear space

During a game or activity, watch a student run. They may not run as fast as they can or for a long period of time due to space but do your best.

  1. Brief period where both feet are off the ground.

Yes

Yes

  1. Arms in opposition to legs, elbow bent.

Yes

Yes

  1. Foot placement near or on a line (not flat footed).

Sometimes

Sometimes

  1. Nonsupport leg bent approximately 90 degrees (close to buttocks).

Sometimes

Yes

2. Gallop

Use a clear space

During a game or activity, watch a student gallop. Tell the student to gallop leading with one foot and then the other.

  1. A step forward with the lead foot followed by a step with the trailing foot to a position adjacent to or behind the lead foot.

Sometimes

Yes

  1. Brief period where both feet are off the ground.

Yes

Yes

  1. Arms bent and lifted to waist level.

No

Yes

  1. Able to lead with the right and left foot.

Sometimes

Sometimes

3. Hop

Use a clear space

During a game or activity, watch a student hop. Ask the student to hop first on one foot and then on the other foot.

  1. Foot for nonsupport leg is bent and carried in back of the body.

No

Yes

  1. Nonsupport leg swings in pendulum fashion to produce force.

No

No

  1. Arms bent at elbows and swing forward on take off.

Sometimes

Sometimes

4.   Able to hop on the right and left foot.

Yes

Yes