SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Joe Meyer                 Date: ______________           Lab Group Day and #: Wed.

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.

Billy and Ashley are both kindergarteners and are around the same age. There is one male and one female with both being about the same ability. The first skill was the leap. This is basically having your stride a little longer than a run. Both Billy and Ashley were very good at the leap. They showed the basic skills to be able to leap. They could take off on one foot and land on the opposite foot. Second skill was the horizontal jump. Both students showed the ability to do all skills with the horizontal jump. The last skill was the slide. This skill showed to be the most difficult for both Billy and Ashley. Neither one could slide side to side; it was more like a gallop than a slide. This might just be only because they’ve never really done a slide before so they don’t know exactly how to use it

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?

Today I worked with the older kids, grades 2-5. When the game before me was done, I brought them in very quickly. I wanted them to come in and go right back out as fast as possible because once they start having fun they don’t want to stop. So I gave them very fast directions for the game, made sure they understood the game and got them playing it without any time wasted. This seemed to help because they don’t want to be bothered by listening to someone talk, they just want to play. Another strategy was when they first came in I told them to raise their hand if they could hear me. I did this so I knew they weren’t distracted anywhere else and that they were listening to me.

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.

First, having quick and to the point directions for your game is a very effective strategy. If your directions are drawn out or to complicated the kids will start to wonder and lose interest. Another is saying something like ‘clap your hands if you can hear me’ to get a response. This is effective because you get an immediate response from them and it keeps them on their toes.


MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

Name of Students (first names only):Billy/Ashley                Grade: Kindergarten        Ages: _____/______

Gender:  male/female

Locomotor Skills- (Lab 3) Part 2

Skill

Materials

Directions

Performance Criteria

Billy

Ashley

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.

Y

Y

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

Y

Y

  1. Forward reach with arm opposite the lead foot.

N

Y

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.

Y

Y

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

Y

Y

  1. Take off and land on both feet simultaneously.

Y

Y

  1. Arms are brought downward during landing.

Y

Y

3. Slide

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.

N

N

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

Y

Y

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

Y

Y

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

Y

N