SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 –Professor Yang
Locomotor Skills Part B: Lab Three
Name: Name: _____Aaron Christman_________ Date: __10-24-10_______ Lab Group Day and #: __Monday__
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.
- During the group activities I watched a couple students perform bear walks in which there was a number of different bear walks performed. The older children seemed to be able to do it easier while the younger students didn’t have enough dynamic balance to balance themselves as they were moving in an unfamiliar movement pattern. I played football with one child named Tom. We threw the ball back and forth for around 10 minutes. Tom was very good for a younger child at gripping the football which was much larger than his hand and throwing it to me and accurately. Tom also learned how to throw it behind the back and he picked this skill up very fast.
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?
- Strategies that I used today during lab included using music and other types of cues to grab the attention of the children when I needed them to focus on listening to me and understanding what the game or task I was explaining. I also tried to keep the pace quick and consistent so that they did not lose focus and move on to other things and get bored. The music really helped though because they are great with listening to music and knowing when it stops vs. listening to a person yell and try and tell them to stop moving.
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.
- As I explained in question 2 I think using music to grab the student’s attention is a great way to effectively teach or try and handle a task with them. I also have learned that projecting my voice can help a great deal and making sure all the children understand what I am explaining but having the students repeat back the directions to me. This helps in knowing that I am making clear and correct statements that the students can clearly understand and follow my directions. Also I learned that gathering all the students together and having them come closer to me rather than spread out is a great way to make sure that I am not fighting against space as well.
MOTOR DEVELOPMENT LAB-Locomotor Skills Part B
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Students (first names only):____________/______________ Grades:_____/_____ Ages: _____/______
Locomotor Skills- (Lab 3) Part 2
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.
- Take off on one foot and land on the opposite foot.
- A period where both feet are off the ground (longer than running).
- Forward reach with arm opposite the lead foot.
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.
- Preparatory movement includes flexion of both arms and knees with arms extended behind the body.
- Arms extend forcefully forward and upward, reaching full extension above the head.
- Take off and land on both feet simultaneously.
- Arms are brought downward during landing.
Use a clear space
During a game or activity, watch a student slide. Ask the student to slide facing the same direction.
- Body turned sideways to desired direction of travel.
- A step sideways followed by a slide of the trailing foot to a point next to the lead foot.
- A short period where both feet are off the floor.
- Able to slide to the right and to the left side.