SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: ________________________________                 Date: ______________           Lab Group Day and #: __________

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.  

While observing the students at St. Mary's, I saw that some kids were able to do certain things that other kids couldn't.  Some kids could hope on one foot and others weren't able to do that.  With the younger kids, it seemed that the boys were able to perform the physical tasks better then the girls.  With the older kids grades 3-5 they seemed to be more into sports then wanting to play games.  The kids that were in 5th grade were obviously able to do more than the kids in 3rd grade, the difference for them is just time of development, the older kids had more time to practice things.

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?

Some of the effective teaching strategies I saw during the lab on Wednesday were being loud.  When I first started my game I think I was shy, but when my lab leader said a few things louder the kids seemed to perk up and listen better.  I also thought that it would be a good idea to bring a whistle, because the kids are already conditioned to respond to that.  Once I gained a bit of confidence I spoke louder and I could notice a difference in the kids.  I also noticed that during one of my partners games they got down on the level of the kids and they responded very well to that because she was talking to them on their level.

MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):____Andy________/____Niki_______        Grades:__2___/_4____                Ages:__4___/___6___

Gender:  __M_____/___F_____

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.

X

X

  1. Arms in opposition to legs, elbow bent.

X

X

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

X

X

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

X

X

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.

X

X

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

X

X

  1. Arms bent and lifted to waist level.

X

X

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

X

X

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. NOT ALWAYS

X

X

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

X

X

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

X

X

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

X

X