SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: __J. Trenton Jones______________________________                 Date: __Oct. 5th _____                Lab Group Day and #: _Wednesday_

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.  

        

I observed a game that implemented a variety of movement skills which included running, galloping, and hoping. The two students that I recorded information about were a boy and a girl. Let us call them Nicole and Andrew. Both of them seemed to be in the kindergarten to first grade range. I first observed Nicole and found that she was extremely proficient in her motor skills. She was able to run, gallop, and hop quite well; in fact I thought that she demonstrated the skills better than half her peers. Andrew though had great difficulty with the run, gallop, and hop. He was only able to execute the skill for only a few moments before he tired and gave up, or he did not quite understand how to perform the skill in the first place. I contribute this to the developmental stage that they are at. Girls do mature faster than boys and could be the possibility for this occurrence. There are a number of variables that contribute to something like this one cannot know for certain which inference is correct.

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?

        

During my visit at St. Mary’s I noticed many effective teaching strategies from my peers and teacher assistants that I tried to use. One that seemed to really help was crouching down and getting on the students level. This is a strategy that I especially should use because to kids I can seem like a big scary giant. Also keeping a positive attitude when teaching is key because children seem to pick up on negativity quite easily. This is something that I need to work on. My game did not go the way I wanted, because the number of children seemed to decrease suddenly before I taught, leaving me with two kids to do a tag game with. Luckily my peers joined in to help me out. Another effective teaching method I observed with Bree. She dressed up like a pirate and the children seemed to just magnetize toward her.  

MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):_Nicole (1) _/__Andrew (2)                  Grades:_K-1_/_K-1_                Ages: _6-7_/_6-7_

Gender:  _Female /_Male_

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.

N

N

  1. Foot placement near or on a line (not flat footed).

Y

N

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

Y

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

N

  1. Arms bent and lifted to waist level.

Y

Y

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

N

N

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

N

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

Y

N

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

Y

N

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

N

N