SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: __Daniel Sternkopf__________________                 Date: _3/08/2011________           Lab Group Day and #: _Wed 2_________

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.  

Today we worked with Alex and Linda and their skill levels were better than average for their age group with was 7 and 5. They both picked the movement patterns fairly easy and didn’t struggle at all. They seemed to pick up the movements better when someone demonstrated them before they were introduced to the game. I believe each of their athletic ability allowed them to pick up the skills easier when compared to other students. It was evident that their ability to pick up the skills far surpassed that of some of their less athletic class mates.

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?

I observed a lot of good teaching strategies at the lab this Wednesday. Something I picked during lab was that it is imperative to have the attention of students. I learned this from some not-so-good teaching strategies. Some of our teachers would keep explaining the game while the children were obviously not paying attention. This directly correlates with how well the game goes. I noticed that when the teacher would do the “clap once if you hear me… etc.” routine, the children tend to pay attention a lot more. And when that is coupled with good enthusiasm is what you need to really get the children to par attention. Another good technique is to have the children face a wall so they aren’t distracted, and to also use a loud a voice to command the attention of students.


MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):____Alex_____/___Linda_______                Grades:__3rd_/__1st_                Ages: __7__/__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.

N/A

N/A

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

N/A

N/A

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.

Y

Y

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

Y

Y

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

N/A

N/A