SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Bree Zogaria                                         Date: October 20, 2010                                           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 we were able to observe David and Blondie during our opening gym activities – they are both in the K-2 age group. There were no significant differences in the locomotor performances of these two students. However, within the group as a whole, we were able to notice some refinement differences between the varying ages. The older kids (about second grade) were a bit more refined in their movement skills than the younger kids (kindergarten). This was evident in the performance of the “Cha-cha Slide” at the end of the day. It was noted that many of the older kids were able to pick up on the patterns and  movements used during the dance a bit quicker and more efficiently than the younger kids. Almost all of the students were able to perform the locomotor skills of leaping, horizontal jumping, and sliding in at least the elementary stage. Leaping seemed to pose a challenge to all students. During every activity a leap turned into a run. I hypothesize this is a result of the release of energy after a long day confined to the classroom – and not due to a lack of being able to perform the skill. During David’s leap it was noted that he was a bit stiff in his performance. He did not use his arms as a generator of force to propel him – instead, they remained more stiffly bent at his sides. His arms and legs did not swing with the desired ease of a mature jump.  It was apparent the slide was easier for the kids to perform than the leap. I assume this is because it is executed side to side and does not easily allow the development of a run.

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?

As a member of the special projects group, I had less of an opportunity to teach a game on my own. Instead, we worked together as a group conducting the closing activity. Ian did a wonderful job introducing and explaining the “Cha-cha Slide” and Tracy, Pam, and I were able to help cheerfully demonstrate the different locomotor elements that we would encounter during the dance. It was apparent that our excitement and enthusiasm during the explanation, demonstration, and dance influenced the kids. It seemed like they really had a lot of fun getting involved in a big, silly group dance! Something that I noticed a bit more during this lab was how much kids really enjoy one-on-one attention. If a younger kid was having difficulty or seemed a bit confused with any aspect of the dance (or any lab activity for that matter), one of the lab buddies was right there helping them out! It was so awesome – no kid was ever left guessing or feeling alone. It’s nice to have a shoulder to lean on! I personally was able to gather the attention of the kids when I told them I had a secret to share with them (because everybody loves a secret)! I told them it was really important that they remember this very thing: “You are a superhero to somebody… so act like one! Somebody is watching!” This quote was taken from a GNC commercial. I thought it was neat to leave them with something philosophical to think about after a great lab  

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.

Truly, the best strategy for keeping the attention of the kids is showing your excitement for an activity! If you think something is totally awesome and you are upbeat and animated when explaining what you would like for the kids to do… they most likely will be excited to do it. This also helps to keep the attention of the children because – well, nobody likes to listen to a boring speaker! It also is useful and almost necessary to ask the kids questions about what they are supposed to be doing before they actually do it – this shows you that they understand and are ready to embark on a fun and successful journey.  

 MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

   

Name of Students (first names only): David/Blondie                Grades: K-2                Ages: 5-7

Gender: Male/Female

Locomotor Skills- (Lab 3) Part 2

Skill

Materials

Directions

Performance Criteria

Child 1

David

Child 2

Blondie

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.

Yes

Very Good!

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

Yes

Yes

  1. Forward reach with arm opposite the lead foot.

Yes – his arms were slightly semi-forward

Yes – but can refine

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.

Yes- but stiff

Observed Maggie:

Yes but not completely

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

Not quite – needs to use arms as propelling force – a bit stiff

Yes – but can refine – seemed as though she jumped up more than out

  1. Take off and land on both feet simultaneously.

Yes – but he gets so excited that he runs!

Yes

  1. Arms are brought downward during landing.

Yes

Yes

3. Slide – unable to observe until the “Cha-cha Slide” and used different kids

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.

Unable to observe

Unable to observe

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

Unable to observe

Unable to observe

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

Unable to observe

Unable to observe

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

Unable to observe

Unable to observe