Spring 2010 – Professor Yang

Stability:  Lab One

Name: ____________________________________                         Date: _______________        Lab Group Day and #: __________


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

B. To get to “know” some of the students at St. Mary’s through play and participation.

C. To make yourself aware of Stability (static and dynamic movements) across the different phases of motor development (Table 1.6, page 21 of Gallahue text)

TODAY IS FAIRLY INFORMAL! Have fun but be purposeful, try to learn a little about your students including their names.



* Assigned group stays with Pre-K for entire time

  1. Play with kids – parachute activities
  2. Fine Motor Activities (coloring, books, story time, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text  


  1. Fine motor activity (finger twister, coloring, etc.)
  2. Observation of fine motor activity (eating, coloring, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text


  1. Tag Games from Adventure Activities
  2. Tag games from Text


  1. Organize PE equipment rooms, ball bins, racks
  2. Cut out photos for labeling equipment boxes


TASK A – Gross and Fine Motor Observation:  Please answer the following questions, all responses must be typed:

Observe the interaction between St. Mary’s students and your peers (Cortland students).  Try to get an idea of the behaviors of the St. Mary’s students – Do they listen well? Do they remain on task? What do they attend to?  What motivates them to play?

1. Based upon observation, what are the differences in motor behavior and  social between the St. Mary’s students you observed?  What differences did you observe between grade levels, gender, and ability?  Do you think that grade level, gender, and ability have any influence on motor behavior?

          The kid at St. Mary’s all had very different motor and social skills.  The pre-k kids were very interested in playing make believe, and making up their own games, while the older kids were more interested in learning how to play games that resembled sports, and games that had a little bit of a competitive edge.  The pre-k kids also split off based on gender.  The boys played on the playground and the girls sat at the picnic table and played house.  The older kids however mingled with the opposite gender.  I think that the older the kids are, the more they wanted to be physically active.  This is probably due to the fact that the younger kids don’t have all of their motor skills developed yet, and therefore can’t do as many activities.  There was one little girl who didn’t want to play any games and just wanted to sit on the side.  I think it was because she was not very coordinated and felt pressure to do well at the game.  I suggested playing a game that required very basic motor skills, and she came over to play once she realized  she could do that activity.  Grade level and motor behavior defiantly have an effect on ability, but for kids this age, I didn’t notice any differences with ability due to gender. 

2.  Based upon your observation, what fine motor activities did you observe (describe these) when watching the St. Mary’s students?  Were there differences between age?  Gender? Ability?  

        Fine motor skills that I saw were the pre-k girls picking up helicopter leaves and throwing them up in the air.  The girls had a little trouble picking the leaves out of the rest of the dirt, and some needed help doing it.  I wasn’t able to see older kids looking for the leaves, but when I went into the gym I sat by the toys and watched an older girl set up a doll house.  She got frustrated a couple times because she couldn’t get a piece to fit together, but eventually worked at enough to where she was able to get the pieces to fit together.  I think that age has a huge impact on fine motor skills.  Older kids just have more practice using their hands to perform small tasks.