SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 –Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: Andrew Hettinger                                    Date:  10/25/10                                          Lab Group Day and #: Locomotors/Cafeteria 

Tasks

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

B. Locomotor Skills Part B 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.  Be sure to note with whom you worked, what grade they were in, and any differences in age, gender, or ability.    

During Lab 3 in which we observed both a male and female you can see a number of variability between each gender. The two subjects I worked with was a Male at the age of 4 and in Kindergarten and a Female subject at the age of 4 also in Kindergarten. When observing I focus my attention in particular to these two students. The three movement patterns I observed during my time in lab was locomotors skills that consist of a leap, horizontal jump, and a slide.  The two subjects seemed to have the same variability in the leap. Both male and female subjects took off on one foot and landed on the opposite foot they took off on. Also both subjects used opposition with their arms having a forward reach opposite of the lead foot. However one thing I noticed when observing both subjects was that only the male had a period when both feet were off the ground. The female on the other handing I noticed had like a staggered step in which the rear leg kind of slid across the ground. It was interesting watching this because it seemed to me that she was in the initial stage of a leap, while the male looked more into the elementary stage of a leap.

        Another locomotor skilled I observed was the Horizontal jump. Both the male and female subjects were the same in that the preparatory movements include flexion of both arms and knees with arms extended behind the body. Though it did not seem like a mature stage of the horizontal jump both subjects that I saw had their arms extended behind their body. However when they put their arms back and extended them behind their bodies they did not forcefully extend their arms forward reaching full extension above the head. You can see the variability of the subjects in which they are not that consistent with the locomotor movements. Some subjects do different things the other, having a variability of movement patterns. On a positive note with the horizontal jump was that both male and female subjects took off and landed with both feet, and with the male he even brought his arms downward during the landing. The female subject seemed to keep her hands in a upright position trying to keep her balance.

        The last locomotor skilled I observed was the Slide. When the Female did the slide she had her body turned sideways to the desired direction of travel, also she had a step sideways followed be a slide of the trailing foot to a point next to the lead foot. Also she had a period of both feet that were off the ground. However like the leap she did it seemed that she had a hard timing trying to get off the ground, I’m not sure if it was a sense of insecurity of leaving the ground or she did not have the motor development skills to project herself up into the air while doing locomotor skills. Also she was not able to slide to the left, she felt more comfortable sliding to the right. The male on the other had we had a hard time observing his slide, it seemed he was doing a more gallop like locomotor skill. When we tried to get him to do a slide in front of the lab groups he was kind of shy which is understandable. However one class mate was able to share her observation in which she saw the male subject do a slide. The male had the ability to have both feet off the ground for a short period of time. However a lab partner observed the male did not turn his body sideways to the desired direction of travel and also the followed foot did not slide to a point near the lead foot.

        The variability of the locomotor skills that were observed were interesting and the discover of how different genders can develop and you can see who is where in there developmental stages.

2. Describe “teaching strategies” that YOU used today towards connecting with the children.  What were they?  How did YOU use them?  What was the effect?  Were there any strategies that were more effective than others?  If so, why?

At lab the other day I used a couple of “teaching strategies” towards the children of St. Marrys. One teaching strategy I used was that off getting the students attention. Before explaining an activity that was about to go on I used a “teaching strategy that got the students attention. I said “If you can hear my clap your hands once, if you can hear me clap your hands twice, now touch your nose? Now touch your toes”. This got the students attention quick because students would see the others do it and they would start to listen to me. This was a good effect because now the students had their attention on me and not their peers. Another strategy I used to get the students in teams was for them to line up on a line facing me. I counted them off by two’s and had the students hold up their numbers on their hands. It was funny to see though the kids that wanted to be on their friends teams scramble around so that they would get the same number. I knew this was going to happen so I had a trick up my sleeve for when the teams were finished being separated. I had the students that switched spots move to the other team. The students that had to switch were disappointed but knew they got caught.

        One other teaching strategy that I felt worked the best was that when I raised my voice if they did not listen the first time. After the activity was over I had them pick up the balls and to put them back. I enforced that they did NOT throw the balls, and once I saw someone throw a ball I raised my voice louder and had him go back to where he picked up the ball and bring it back in his hands. The other students I felt respected me as an adult and listened to the commands to put away the equipment.

        I feel that I did not really having any bad strategies when teaching and interacting with the students. The cafeteria group never really wants to play the games that are introduced by the college students. They mostly just want to do their own things, so when their attention was on me and were excited to play a game I put on I felt proud.

3.  After being at St. Mary’s for these past weeks and observing and working with the students, can you briefly describe an effective strategy (or strategies) that you used to capture the children’s attention and keep them on task for your activity.

Like I was saying early about how I used a teaching strategy to get the students attention, I feel that it was effective. After going to St. Marrys for the past couple of weeks you come to learn how certain kids act and you try and find ways to get their attention. A good example was during lab 3. I was part of the cafeteria group but when the lab group that put on the song and dance there was one student who just wanted to play basketball. I took him aside and asked him if he can come join the group and participate. I told him if you do this then I will play one on one with you through a game of basketball. He was slow to responded but then walked slowly to the circle. He performed everything and after it was over I played basketball with him. I used a strategy in which I said I will let you do something if you can just do this one thing for me. Having a good communication and a negotiable attitude it can really get students involved. Another thing I used when I needed the students attention was the music. I used the music as a cue to get the students started with an activity and stop the activity when the music is off. The music seems to help dramatically then just saying “stop” with your mouth. The music gets them going and gives them a rhythm when they are physically active. Also it is much more noticeable when the music stops because when it does the environment changes. All and all observing the students after the past few weeks you can start to use different strategies to get students attention.

MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 

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

Name of Students (first names only): Chris/ Maria                Grades: K/ K                Ages:  4/4

Gender:  Male/ Female

Locomotor Skills- (Lab 3) Part 2

Skill

Materials

Directions

Performance Criteria

Child 1

Male

Child 2

Female

1. Leap

Use a clear space

During a game or activity, watch a student leap. Tell the student to take large steps leaping from one foot to the other foot.

  1. Take off on one foot and land on the opposite foot.

Yes

Yes

  1. A period where both feet are off the ground (longer than running).

Yes

No

  1. Forward reach with arm opposite the lead foot.

Yes

Yes

2. Horizontal Jump

Use a clear space

During a game or activity, watch a student jump. Tell the student to jump as far as they can.  

  1. Preparatory movement includes flexion of both arms and knees with arms extended behind the body.

Yes

Yes

  1. Arms extend forcefully forward and upward, reaching full extension above the head.

  1. Take off and land on both feet simultaneously.

Yes

Yes

  1. Arms are brought downward during landing.

Yes

3. Slide

Use a clear space

During a game or activity, watch a student slide. Ask the student to slide facing the same direction.  

  1. Body turned sideways to desired direction of travel.

Yes

  1. A step sideways followed by a slide of the trailing foot to a point next to the lead foot.

Yes

  1. A short period where both feet are off the floor.

Yes

Yes

  1. Able to slide to the right and to the left side.