PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: ______Tracy McClure______                 Date: ______________           Lab Group Day and #: __________


A. To observe the interaction between Cortland students and St. Mary’s students.

B. Locomotor Skills Part B Worksheet.


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.

The two kids were in kindergarten or first grade. Their greatest skill was leaping and there were no differences due to gender. The girl did not forward reach with the arm opposite of her lead foot, but that is not gender related. Neither of them seemed to grasp the “horizontal jump.” The boy only horizontally jumped once and didn’t meet any of the criteria, and the girl only jumped vertically. This indicates that at their age, it may be typical they haven’t properly learned this skill yet. I never saw the girl slide once, but the boy achieved all criteria. However, when he was turned sideways, at times he looked like he was galloping rather than sliding. At this age, differences in gender aren’t pronounced, so the fact that the girl didn’t slide was probably related to something else.

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, my group was the specialty group. We did the song and cheer at the end. I led the “Tarzan Song.” I got the children’s interest by being enthusiastic and using hand motions to go along with the song. It was a “repeat after me” song, so they were all able to participate without needing to know the sing first. They all had a lot of fun with the song. There weren’t any other strategies to compare it to, but all the kids were attentive and smiling and participating, so it was effective.

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.

The best tactic so far has been to be energetic, animated, and loud. If I seem interested and excited about the activity, they will be too. Having too much lag time creates boredom among the kids, so it’s best to explain everything clearly and quickly and to have fast transitions between rounds. Music during an activity also makes it seem better.

MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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


Name of Students (first names only):_____B____/____G___                Grades:_____/__1st ___                Ages: _____/______

Gender:  _______/________

Locomotor Skills- (Lab 3) Part 2




Performance Criteria



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.



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



  1. 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.  

  1. Preparatory movement includes flexion of both arms and knees with arms extended behind the body.

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

  1. Take off and land on both feet simultaneously.



  1. Arms are brought downward during landing.

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.


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


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


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