SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

 Name: ___Jake Rogalia_______                 Date: ___3/9/11____           Lab Group Day and #: __wed. lab # 3- Western__

Tasks

A. To observe the interaction between Cortland students and St. Mary’s students.

B. Locomotor Skills Part B 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.  Be sure to note with whom you worked, what grade they were in, and any differences in age, gender, or ability.

While I was observing the St. Mary’s students today I was watching two student, “Buddy” and “Mia.” Both of these students are six years old and are in kindergarten. While I was observing these two students the teachers had them perform games that involved leaping, horizontal jump, and slide. Both of the students that I was observing had some trouble with all of these tasks. They both did a good job taking off and landing but neither of them had a forward reach with their arms. The only part of the horizontal jump they had trouble with was extending their arms forcefully forward and upward. The skill both of these students had the most trouble with was the slide. They both had their bodies turned sideways facing the direction they wanted to go but they struggled with all the other aspects. While I was observing these two students I also noticed that they weren’t that active, at times they both didn’t want to participate in the games.

2. Describe “teaching strategies” that YOU used today towards connecting with the children.  What were they?  How did YOU use them?  What was the effect?  Were there any strategies that were more effective than others?  If so, why?

While I was at St. Mary’s today some strategies that I used to connect with the children were that when we did our closing song, I chose a song that the children love with ants go marching in and I changed it to the horses go marching in because our theme this week was western. In using a song that the students know and like, they become more interested in what we are doing. While we were doing our song it seemed like the students were having fun and they were also laughing. When I was in the classroom with the kindergarten students I went up to a group of students that were playing with bey blades, I went up to them and asked them if they could teach me how to play and I acted excited to learn. The students were excited that I was interested in what they were doing and they were excited to try and teach me how to play. I think both of these strategies are just as effective because students really respond when you use songs to relate to things the students enjoy and also seeming very interested in tasks the students are performing and getting them to try and teach you.

3.  After being at St. Mary’s for these past weeks and observing and working with the students, can you briefly describe an effective strategy (or strategies) that you used to capture the children’s attention and keep them on task for your activity.

In order to keep the students on task and keep their attention, I would keep games short because the students have a short attention span and like to keep playing different games. I would try and bring in pictures so I could relate games to certain things that the students like, for example I brought in pictures of Mickey Mouse when I did a remix to the hokey pokey. The students loved Mickey Mouse so they really got into the song. I would also be very enthusiastic when explaining games to the students. The better you make your game sound the more interested the students will be. During the games I would also give some positive feedback so the students know I’m paying attention to them and that I care about what they are doing. During the games I might also make little altercations to the games so we can play the game longer but the activity is a little different so the students will remain on task.


MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

            6         6

            K        K                               MF

                                 Buddy              Mia

Name of Students (first names only):____________/______________                Grades:_____/_____                Ages: _____/______

Gender:  __M____/____F___

Locomotor Skills- (Lab 3) Part 2

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

1. Leap

Use a clear space

During a game or activity, watch a student leap. Tell the student to take large steps leaping from one foot to the other foot.

  1. Take off on one foot and land on the opposite foot.

Y

Y

  1. A period where both feet are off the ground (longer than running).

Y

Y

  1. Forward reach with arm opposite the lead foot.

N

N

2. Horizontal Jump

Use a clear space

During a game or activity, watch a student jump. Tell the student to jump as far as they can.  

  1. Preparatory movement includes flexion of both arms and knees with arms extended behind the body.

Y

Y

  1. Arms extend forcefully forward and upward, reaching full extension above the head.

N

N

  1. Take off and land on both feet simultaneously.

Y

Y

  1. Arms are brought downward during landing.

Y

Y

3. Slide

Use a clear space

During a game or activity, watch a student slide. Ask the student to slide facing the same direction.  

  1. Body turned sideways to desired direction of travel.

Y

Y

  1. A step sideways followed by a slide of the trailing foot to a point next to the lead foot.

Y

N

  1. A short period where both feet are off the floor.

N

N

  1. Able to slide to the right and to the left side.

N

N