SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Locomotor Lab Part A:  Lab Two

Name: Geoffrey Greene                 Date: 10/2/11          Lab Group Day and #: Monday, Mary’s Marvels

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.  

        We worked with the 1st and 2nd graders. Many different movements’ patterns and ability levels were observed. From initial to mature, every level of skill was displayed. Some of the students simply seem to have more natural ability which allows them to progress and master skills quicker. I’ve also noticed that many of the girls tend to be better than the boys at this age. Biologically speaking girls do develop faster than boys around this age and there for are stronger in most cases. Some students I saws hopping would become fatigued extremely quickly and others would go the whole time. The form of many of them was subpar but we tried to help them work on it. A big problem for a lot of kids was that they weren’t leaning forward for the hop. The gallop seemed to go over very well as many of them were able to do an elementary gallop. The older kids movements were more fluid and they were able to move around easier.

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?

        The first effective teaching strategy we tried to use was gathering the group with a loud voice into a corner. By putting your back to the corner it forces the kids to focus on you and not on the other activities in the gym. The wall also helps your voice echo which in turn keeps the attention of the students. It worked very well and we were able to get directions understood much more quickly than doing it in the middle of the gym. While we were explaining our games we really tried to check for understanding. By asking them very specific questions about the rules of the game you can tell if they were listening and ensure the game runs more smoothly. This also turned out to be effective so that we could just run through the game without having to constantly stop and explain things. Keeping the games as simple as possible helped hugely. A member of my group had a simple game but the way he explained confused the kids to the point where the game didn’t go well. The kids began to go off in different directions and it was hard to salvage the game. Keeping it as simple as possible and getting them to understand is as fast as possible are key.