SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 – Professor Yang
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 felt that for the last 4 labs my groups games were definitely appropriate for are age groups. Based on what age group my group was given we changed are games accordingly to fit the age group. I felt for the older kids they didn’t want to do many tag based games and were more focused on real sports. So we tried to focus on that for the older kids and the opposite for the younger kids who preferred games were they got to run around a lot like tag variation games. Also the younger kids couldn’t take in too many directions so you had to keep the games simple.
2. What might be some limitations to games or activities when using them in the process of assessing motor skills?ons
Some limitations when assessing motor skills like we do is that we have to sometimes alter are games in ways to fit the motor skills. Also because we have designated skills we have to do, are games a certain way that we may not necessarily want to do. For example if your skill is kicking then you may want to do something with soccer. But some kids may focus more on dribbling and other skills instead of kicking which could cause a problem.
MOTOR DEVELOPMENT LAB- Object Control Skills Part B
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Gina, Fred k/1st 6/7
Name of Student:____________________________________ Grade:__________ Age: ___________
Check if male __X_____ or female__X_____
Object Control Skills- (Lab 5) Part B Boy Girl
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.
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.