SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring 2010 – Professor. Yang

Locomotor Lab Part A:  Lab Two

Name: _Becky Knierim____________________                 Date: _10/4/10_________          Lab Group Day and #: __Monday Lab 2________

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.  

There were many different movement patterns that I observed in the students at St. Mary’s.  They were to perform running, galloping, and hoping, this may seem like a simple task but for the ages we observed this was a hard concept for some.  We specifically watched to St. Mary’s students, they were green vest (boy) and pink socks (girl), they were first grade age.  Both the green vest and pink socks were able to run, they had the feet down they couldn’t get the arms in position though.  They had trouble with the foot placement too.  With galloping the girl got it, the boy on the other hand had trouble with this; it was interesting to see the differences between a male and female, with them being close to the same age.  They both got the idea of how to hop, obviously with growing and age all these skills will be accomplished as the time and growing occurs, every child is different and every child grows at a different rate.  

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 are many different “teaching strategies” that different people use and have.  Some things that I noticed were the different pirate pictures, the kids visually were able to see what they were supposed to do, then they were able to keep the pictures.  This was a good way to get all the kids involved and a good way to get the kids attention.  This was definitely an effective way to teach; by bringing more kids to play the game gets everyone active, which is our main goal at St. Mary’s.  Allowing for kids to keep the pictures and to have visual aids helps with learning, especially for a young child who are just learning shapes, colors, letters, etc.  There are many different strategies, but this is what stuck in my mind.  

MOTOR DEVELOPMENT LAB- Locomotor Skills Part A

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

Name of Students (first names only):__Green Vest_/__Pink Socks_______                Grades:__1st ___/_1st ____                Ages: __6 or 7___

Gender:  __Male_____/__Female______

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.

Yes

Yes

  1. Arms in opposition to legs, elbow bent.

No

No

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

No

No

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

No

No

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.

Yes

Yes

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

No

Yes

  1. Arms bent and lifted to waist level.

Yes

Yes

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

Yes

Yes

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.

No

Yes

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

Yes

Yes

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

No

Yes

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

Yes

Yes