PED 201 – Professor Yang

Locomotor Lab Part A:  Lab Two

Name: __Shannon Nicholson Date: 9/29/11        Lab Group Day and #: ___Wednesday _______


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.


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.  

Yesterday at St. Mary’s we provided the students with various games that tested their ability of hopping, running, and galloping. Because the students are very young, it was sometimes difficult to keep all of them engaged in the activity for the entire time. This caused us to have to change the student who we were observing, whenever one of the students chose to leave the game or engage in an activity elsewhere. For the most part, I was able to observe a young girl who I will refer to as “crown, and she was about 5 years old. Crown was eager to play the games and repeatedly mentioned to me that she loved galloping and loved hopping which was exciting to hear. While assessing crown, I noticed that she was capable of hopping on one foot several times in a row before having to start over again. I also noticed her ability to gallop was pretty advanced, considering she was able to “chase” one foot with the other and she knew that galloping was not the same thing as skipping, which many of the students often mixed up. I was unable to keep track of the boy for the entire time, but I will focus on learning to assess more than one student the next time I am at the school.

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?

It was great to get a chance to see different teaching strategies that each of my fellow students used. For instance, the “if you can hear me clap once…clap twice” saying worked when one of us was trying to get the students to be quiet. Another strategy, such as getting down on knee level to speak to the children is definitely a way to interact with them on a more personal level. I also saw some students use the whistle which got the attention of the children when necessary; I think the whistle can be helpful if used in moderation. What I personally enjoyed doing was engaging in the activity with the students, for instance I enjoyed going through the obstacle course with them because I was able to help the younger children (3 and 4 year olds) hop over the obstacles and keep them going. I realized that when I am full of energy the kids will be eager to feed off of that energy and participate right along with me. I believe all of these strategies worked for the most part except for a few things. When some of us were giving directions to the children, it sometimes took a little longer than expected. This caused the children to lose interest and understanding of the game. If there was anything that I learned from this, it would be to make sure the duration of the directions as well as the words chosen are appropriate for young children.  

MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only): “crown”__________/______________                Grades:__ kindergarten__/___Ages: 4 or 5_____/______

Gender:  _female______/________

Locomotor Skills- (Lab 2) Part A




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.

  1. Arms in opposition to legs, elbow bent.

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

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

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.


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


  1. Arms bent and lifted to waist level.


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


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.


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


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


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