SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: J. Trenton Jones                              Date: Oct. 20th                   Lab Group Day and #: Wednesday

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.

        Today I observed many children at St. Mary’s participate in the games that my classmates constructed. We were told to observe two individual specifically. Let us call them Gina, and Bobby. These two individuals were in the age group of kindergarten to second grade. We were told to observe these two as they performed locomotor skills of leaping, horizontal jumping, and sliding. The boy in this instance did not perform as well as the girl did. He kept getting distracted from the game being played, and did not perform the maneuvers properly. The girl had this same problem, but was able to perform better. Our Professor pulled these two aside and had them individually perform these locomotor skills without any environmental or social distractions. The two individuals were actually able to perform each skill adequately. So this goes to show how outside variables can affect performance.  

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?

        Today I dressed up to go with the Heroes theme that we picked the previous lab. Many of the children were drawn to me and wanted to participate in my game. Also when I was teaching I made the children I made the students have eye contact with me so I knew they were listening. I also made them be silent and still so I knew they were on task before I began the game. One child was being quite rambunctious that day and I told him that if he did not participate that I would fail the class. He immediately understood and did not act up the rest of class. This was a trick that my teacher told us to use if the children were totally out of control. This was my first time imploring this method and it worked amazingly.

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.

        Well many of the strategies I described above work perfectly. When I dressed up though I felt like a better teacher and the children enjoyed it as well. I felt like a lot of their attention was more on me. Also making all the children look at me and be still before the game really helps. It causes them to focus better on the task at hand.

MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

Name of Students (first names only):__Gina_____/____Bobby___                Grades: _K-2___                Ages: __6-8__

Gender:  _F_/_M_

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.

Y

Y

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

N

  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

N

  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

Y

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

Y

N

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

N

Y