SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 – Professor Yang
1. Task one: Reflection.
2. Task two: Object Control Skills Part B Worksheet.
1. Consider the activities/games that you have utilized so far during the past four labs. Were they appropriate for the students at St. Mary’s? Why or why not?
Over the past four labs I believe that we had appropriate games for the students at St. Mary’s. I believe that they were appropriate because the games fit the grade level that the students were in. The games that we had the students play weren’t too easy or too hard for them. What we tried to do was find games that would fit with the students skill levels. I wouldn’t use a game that high school students play with the students at St. Mary’s because their skills haven’t fully developed yet.
2. What might be some limitations to games or activities when using them in the process of assessing motor skills?
Some limitations might be that you have to change the size of the ball the students are using when assessing motor skills because not all the students will be able to throw the bigger/heavier balls. At this age level a few of the students are more developed than others and some students are less developed than others so you have to take that into consideration when assessing. You have to make small changes in order to assess all the students properly. You also have to modify games so that everyone is involved. If you are assessing the students in a game like situation, the students who aren’t as good as others might not touch the ball at all or maybe only once or twice so it would make it difficult to assess the students.
MOTOR DEVELOPMENT LAB- Object Control Skills Part B
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Student:____Jared/April____________________ Grade:__k/k________ Age: __6/6_________
Check if male ___x____ or female___x____
Object Control Skills- (Lab 5) Part B
1. Stationary Bounce with hand (dribbling)
Use a clear space, you can use a variety of playground balls or basketballs on a hard, flat surface.
During a game or activity, watch a student bounce a ball with their hand and/or dribble. Tell the student to bounce the ball using one hand.
1. Contacts ball with one hand at about hip height.
2. Pushes the ball with fingers (not a slap).
3. Ball contacts floor in front of (or to the outside of) foot on the side of the hand being used.
Use a clear space, you can use a sponge ball or something soft.
During a game or activity, watch a student kick.
Place the ball on a line nearest the wall. Tell the student to kick the ball toward the wall.
1. Rapid continuous approach to the ball.
2. The trunk is inclined backward during ball contact.
3. Forward swing of the arm opposite kicking leg.
4. Follow-through by hopping on the non-kicking foot.