SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: _Kalin Merkley_______________________                 Date: __9/27/11____________           Lab Group Day and #: __2 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.  

While observing at St. Mary’s I watched two children, a boy and a girl. They were in either Kindergarten or first grade, roughly five or six years old. My class had to observe the two students while they performed galloping, running, and hopping. The easiest skill for the two children was running. Both children had the correct form with their arms and legs. The second best skill the children did was galloping. For the most part they were good at galloping, but sometimes it seemed like the children had minor difficulty bringing their two feet together during the gallop. Finally, I think the most difficult skill was hopping. Hopping is done on one foot not two. Sometimes it looked like the children would get tired of being on just one foot and switch to two. Other times it seemed like they were more focused on moving fast that the hop sometimes turned into a run. As far comparing the boy and the girl I would say they were both at the same level.

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?

There were a few teaching strategies that I observed as well as used myself. The first teaching strategy I used and saw was making sure to get on the students level. When explaining directions to the children standing up is very intimidating. So it is always in your best interest to get as low as you can to the ground. This way they can hear you and you don’t seem as large. Another teaching strategy I saw and used was bringing your class into a corner of the gym. This is a very important teaching strategy because when you are in the corner the students are forced to look at you. There are no distractions this way. Both of these strategies had a very positive effect while teaching.

MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):____Joe________/_______Sally_______                Grades:__K___/___1__                Ages: _5____/__6___

Gender:  ____M___/___F_____

Locomotor Skills- (Lab 2) Part A

Skill

Materials

Directions

Performance Criteria

Child 1

Child 2

1. Run

Use a clear space

During a game or activity, watch a student run. They may not run as fast as they can or for a long period of time due to space but do your best.

  1. Brief period where both feet are off the ground.

y

y

  1. Arms in opposition to legs, elbow bent.

y

y

  1. Foot placement near or on a line (not flat footed).

y

y

  1. Nonsupport leg bent approximately 90 degrees (close to buttocks).

y

y

2. Gallop

Use a clear space

During a game or activity, watch a student gallop. Tell the student to gallop leading with one foot and then the other.

  1. A step forward with the lead foot followed by a step with the trailing foot to a position adjacent to or behind the lead foot.

y

y

  1. Brief period where both feet are off the ground.

y

y

  1. Arms bent and lifted to waist level.

y

y

  1. Able to lead with the right and left foot.

y

y

3. Hop

Use a clear space

During a game or activity, watch a student hop. Ask the student to hop first on one foot and then on the other foot.

  1. Foot for nonsupport leg is bent and carried in back of the body.

y

y

  1. Nonsupport leg swings in pendulum fashion to produce force.

y

y

  1. Arms bent at elbows and swing forward on take off.

y

n

 4.   Able to hop on the right and left foot.

y-

n