PED 201 – Professor Yang

Lab Five

Name: Andrew Hettinger                                                                            Date:11/22/10

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?  

I feel that the activities/games that I have taught throughout the four labs were appropriate for the students. One reason is that before lab, Professor Yang and the lab assistance read through the games we submitted to see if they would work and if they are appropriate for the students at St. Mary’s. So with the help from both the assistance and professor Yang I do believe that games and activities that I helped teach was age appropriate. All the games I taught I made sure that the students would be able to understand what I was trying to teach. I tried to keep it simple and quick so they did not have to think too much about what they were suppose to do during a game and or activity. One game that I thought was appropriate was a capture the flag type game that I taught to the cafeteria group. I made it simple and fun and this in turn made them interested in playing the game and had a blast while participating. It fit the age group and it was not to “babyish” as some of the students at St. Mary’s would say. And also I modified it so that there was more flags to capture then just one, this helped keep the action going and it made the students have more options.

2. What might be some limitations to games or activities when using them in the process of assessing motor skills?

Some limitations to a game and or activities when using them in the process of assessing motor skills is that some games might not actually single out one type of motor skill. There might be a number of motor skills to perform that game and or activity there for making it hard to single out a certain motor skill you are trying to assess. Also another limitation for using games to assess motor skills is that it might not be individual appropriate for everyone you are assessing. A game or activity usually has a certain objective, but if some students cannot perform the certain objective they cannot be assessed properly, there for you have to modify a game in which all the students are performing a motor skill in a game that is appropriate for all individuals and not just the broad class size. Another limitation of game and activities when using them in the process for assessing motor skills I think is that of the rules. Some games the rules are complicated and this in turn makes the students focus more on what they are suppose to do rather than focusing on the motor skill that have to perform to participate in the game and or activity.

MOTOR DEVELOPMENT LAB- Object Control Skills Part B

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

Name of Student:____________________________________                Grade:__________                Age: ___________

Check if male _______ or female_______

Object Control Skills- (Lab 5) Part B




Performance Criteria

Trial 1

Trial 2

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.

  1. Pushes the ball with fingers (not a slap).

  1. 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.

  1. The trunk is inclined backward during ball contact.

  1. Forward swing of the arm opposite kicking leg.

  1. Follow-through by hopping on the non-kicking foot.