PED 201 – Professor Yang

Lab 4 - Object Control

Name: ______Lesley Turner_______________         Date: 11/8/11_____        Lab Group Day and #:      Crazy Kickers____


A. To observe the interaction between Cortland students and St. Mary’s students.

B. Complete Observation and Reflection from Task A Worksheet.

C. Complete Chart (TGMD-2) Overhand and Catching Checklist.

D. Complete Chart (Gallahue Checklist) on Overhand Throw. (If time permits)


1. Reflecting on your experience so far at St Mary’s, what do you think have been some difficulties or challenges you have faced?  Consider all areas – environment, children, etc.

Some of the challenges that I have faced at St. Mary’s would have to be getting all the children’s attention.  Another thing would be when i tried to teach the children a dance I went too fast for them.  The only thing that I have to remember for giving directions to a game is to make them fast and simple and always check for understanding.  I have had a few times where not all the children get it so I have to work on that I would say, but I am getting better at it! I love being at St. Mary’s though I have a great time every week and I always learn something new when I go.  Plus being there has helped me improve my teaching skills! :)

2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?

One way to get the children’s attention is that I have gotten my whistle out and I have used it and they all listen to that.  When I demonstrated the cotton eyed Joe to the children I should have started with a progression instead of showing them how to do it at the beginning, but I did fix that when I was demonstrating.  I just need to remember to keep the directions simple and I will be fine when giving directions for a game.  

MOTOR DEVELOPMENT LAB- Object Control Skills

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

Name of Students (first names only):____________/______________                Grades:_____/_____                Ages: _____/______

Gender:  _______/________




Performance Criteria

Child 1

Child 2

1. Overhand Throw

Use a clear space, you can use a variety of yarn balls, tennis balls, etc.

During a game or activity, watch a student throw. Tell the student to throw the ball as best as they can.

  1. A downward arc of the throwing arm initiates the windup.

  1. Rotation of hip and shoulder to a point where non-dominant side faces an imaginary target.

  1. Weight is transferred by stepping with the foot opposite the throwing hand.

  1. Follow-through beyond ball release diagonally across body toward side opposite throwing arm.

2. Catch

Use a clear space, you can use a sponge ball or something soft depending on the individual.

During a game or activity, watch a student catch.

Try tossing the ball underhand directly to the student with a slight arc and tell him/her to catch it with your hands. Only count those tosses that are between the student’s shoulders and waist.

  1. Preparation phase where elbows are flexed and hands are in front of the body.

  1. Arms extend in preparation for ball contact.

  1. Ball is caught and controlled by hands only.

  1. Elbows bend to absorb force.

Lab 4

Object Control Lab

Overhand Throw Checklist

Child’s Name:_____________________________________________        Date: _________________

Your task for this station is to qualitatively assess the student’s ability to perform the overhand throw using the following criteria based on Gallahue (1998):

A. Initial stage.                                                                

l. Action mainly from elbow.        

2. Elbow remains in front of body; a push.

3. Follow-through - forward and downward.

4. Feet remain stationary.

B. Elementary stage.

1. Arm is swung forward, high over shoulder.

2. Shoulders rotate toward throwing side.

3. Trunk flexes forward with forward motion of arm.

4. Definite forward shift of body weight.

5. Steps forward with leg on same side as throwing arm.

C. Mature stage.

1. Arm is swung backward in preparation.

2. Opposite elbow is raised for balance as a

preparatory action in the throwing arm.

3. Definite rotation through hips, legs, spine, and shoulders during throw.

4. As weight is shifted, there is a step with opposite foot.

Task one – have the students throw a different size ball during a game, record three observations of their throw.

Observation number




Initial Stage

Elementary Stage

Mature Stage

Task two – have the students throw a heavier or lighter ball during a game, record three observations of their throw.

Observation number




Initial Stage

Elementary Stage

Mature Stage