SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Locomotor Lab Part A:  Lab Two

Name: __Courtney Barry______________________________                 Date: ____10/2/11__________           
Lab Group Day and #: _Monday/ Closing Activies_________

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.

The participation of the students at St. Mary’s in lab 2’s activities overall I thought. We went many of the students were participating and having a good time. As far as movement patterns in the children there were many different patterns depending not only on gender, but also age played a great deal in movement patterns. There were some students (boys and girls) that were sitting out. It wasn’t just girls or just boys sitting out and not participating. Many of the students did very well in the different skills like galloping and hopping, while others like the younger children struggled just a little. Definitely after teaching them the new locomotor skills and practicing through the whole time we were there you could most definitely see the difference in how much they improved. Gender you could see a small difference in movement patterns for example; when boy 1 and girl 1 were both galloping in one of the games boy 1 was not as mechanically good at galloping as the girl but, he never stopped moving for the whole game while the girl stopped a lot of times. Age might have some part of why girl 1 was mechanically better at galloping.   

  1. 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?

There were many effective teaching strategies I observed that my classmates used. Something like making the game into a story or a movie, something they could relate to therefore the children would be more into the game and pay attention to the rules. Also getting down to the children’s level when giving the directions and asking them questions about what was just taught so you know and they know the rules of the game. Also keeping the directions short and simple I thought worked the very best. If directions took too long then the children get anxious and just want to play so they start acting up and not paying any attention to what you are saying. Keeping it simple and interesting is the way to teach!


MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):__john__________/___sue___________                Grades:___1st__/_2nd____                

Ages: ____6_/__7____

Gender:  _male______/___female_____

Locomotor Skills- (Lab 2) Part A

Skill

Materials

Directions

Performance Criteria

Child 1

Boy

Child 2

Girl

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

no

  1. Arms in opposition to legs, elbow bent.

yes

no

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

yes

no

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

yes

no

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.

no

yes

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

no

yes

  1. Arms bent and lifted to waist level.

yes

no

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

no

yes

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.

yes

yes

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

no

no

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

yes

no

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

yes

no