SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: _Brandon Lintern_______________________________                 Date: 03/05/2010______________           Lab Group Day and #: Monday 3:00__________

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.  

The variability of the movement patterns I observed in my students were that the boy named Aaron knew most of the correct movement patterns but it was very hard to see them in use. The girl named Layne on the other hand you could tell the movement patterns precisely because it was the movements were much more noticeable. So, overall even though they were both in kindergarten Layne had much more noticeable movement patterns then Aaron did.

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?

The effective “teaching strategies” that I observed were that the kids listened more to the people who were more dressed up in the cartoon theme and this got the kids more interested in the activities. Another effective “teaching strategy” that I observed was that when someone wanted the kids attention they got the attention because they used their voice as a signal of attention. These strategies were mainly used with the gym group grades k-2 but were also used partially with all the other groups. They were used by effectively drawing the attention of the students to them and not away from them and this was also the effect. No, there were no strategies that were more effective than others because all of them seemed to have the same effect on the students.

MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):_Aaron___________/___Layne___________                Grades:_K____/__K___                Ages: __5___/__5____

Gender:  ___Male____/___Female_____

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.

Y

Y

  1. Arms in opposition to legs, elbow bent.

Y

Y

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

Y

Y

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

Y

Y

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.

Y

Y

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

Y

Y

  1. Arms bent and lifted to waist level.

Y

Y

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

N/O

N/O

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.

Y

Y

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

N/O

N/O

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

Y

Y

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

N/O

Y