SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: ____Matt Henrie____________________________   Date: __9/26/11________ Lab Group Day and #: ___Monday_______

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.  

  With my group (Athletic Alliance) we had the oldest kids (Grades 4-6) so we started outside first, then moved into the gym.  With that being said, our kids had the best motor skills and the most developed motor skills because they were the oldest, thus had more time to be able to develop and learn the right ways versus a younger child.  For example, all of these kids knew or learned that when you hop on one leg that you get some of your power from your arms.  When I was observing the younger kids, you could tell some of them didn’t know how to do them correctly.  Some of them had their arms hanging, or would have one arm doing the pumping (usually the arm that was correlated with the leg that was doing the hopping).  I also noticed that they would recognize when their dominant leg was tired, whereas the younger kids would keep jumping on that same foot until they got tired, took a break for a couple of seconds and then would be right back at it.  I also noticed that the boys were slightly bigger than the girls therefore they could generally run faster, and when we played a bowling type game where you had to get it across the other teams end line that the boys scored more points because they were stronger, therefore they could throw harder and faster.

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?

   One thing that I noticed and mentioned in the video at the end where I was interviewed is that when you are teaching the game, you have to get all the rules and instructions presented in a rather quick fashion.  These kids have short attention spans like most children therefore I tried to get everything I needed to say in within about a minute or so.  By then the kids are excited to play the game and start talking and getting jittery.  I cant blame them however, I was the same way then and kind of am the same way today.  I wouldn’t want to sit on the gym floor very long, I would want to be playing as well, so I don’t blame them.  Also you have to be loud so they can all hear you.  I feel as though being loud also shows that you are in charge, and if they know you are in charge and you state your presence then you are more likely to be respected and listened to.  I presented my game first and was relatively loud and didn’t have too hard of a time explaining the rules to the kids before they started getting all wound up and ready to play.  However, I did notice one of my peers later try to explain his game and they didn’t listen as well and for as long because he wasn’t loud enough.

MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):___Boy 1______/____Girl 1_____    Grades:_K or 1___/_K or 1____                Ages: __6___/___6__

Gender:  _Male______/___Female_____

Locomotor Skills- (Lab 2) Part A

Y+ means Good        Y means average(could use a little work)        N means needs work/didn’t accomplish