SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: _____Jake Rogalia________________                 Date: __3/2/11______           Lab Group Day and #: _wed. 3-5___

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.  

While I was at St. Mary’s I observed two students, “Ace” and “Monica.” Both of these students are in kindergarten and are six years old. While I was observing “Monica” I noticed that she had some trouble with running and hoping. While “Monica” was running she was a little flat footed and wasn’t bending her non-support leg. When the skill changed to hop, I didn’t see her hop once. Instead of hoping she just ran/walked around. While I was observing “Ace” I noticed that he performed all the skills pretty well but while he was running he was flat footed and he also wasn’t bending his non-support leg 90 degrees.

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?

While I was observing the students in kindergarten I noticed the person who was teaching used a good hook line before he started teaching his game. Since he gave a good hook line it got the students motivated and anxious to play his game. I also noticed him interacting with the students during the game and giving them positive feedback. This was good because it shows the students that you care and that you want to be there. In his game he also used pictures. He related the skill that he wanted the students to perform with a picture of a cartoon character that does the same skill. You could tell his teaching was effective because when the students parents started coming to pick them up they didn’t want to leave, they wanted to keep playing the games. I think all these strategies are equally effective because at their age you can’t just get the students motivated to play games, you also need to make sure that the students fully understand what they are going to be doing, and when you bring pictures in for them to see they can relate to the pictures because they’ve seen them before. You also want to keep the students motivated so you give them positive feedback and let them know that you’re paying attention to them.

                                                      MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):__Monica____/__Ace_________                Grades: _k___/_k___                Ages: _6___/_6____

Gender:  _F_____/__M_____

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).

N

N

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

N

N

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.

Y

Y

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.

N

Y

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

N

Y

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

N

Y

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

N

Y