SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Lab Five

Name: _____Brandi Balcom____________                 Date: __4/27____

1. Task one: Reflection.

2. Task two: Object Control Skills Part B Worksheet.

TASK A –REFLECTION

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?  

All the games that I have provided for the students were appropriate but sometimes it was hard because you would have different age groups and the game would not be targeted for the age group that I was interacting with that day. The games would have been better for older kids or younger kids sometimes, but the kids all participated and I would adjust them during the game to make it easier for the students or harder for them.

2. What might be some limitations to games or activities when using them in the process of assessing motor skills?

Making sure that there is a lot of repetition of movements during the game so that the student could be assessed as accurately as possible. Also making sure that the movements are simple enough to help them try to perfect the motor skill but including all the specific elements of the motor skill is important.


MOTOR DEVELOPMENT LAB- Object Control Skills Part B

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

Name of Student:_____Emily _______________                Grade:_K_____                Age: ___6____

Check if male _______ or female__X_____

Object Control Skills- (Lab 5) Part B

Skill

Materials

Directions

Performance Criteria

Trial 1

Trial 2

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.

  1. Contacts ball with one hand at about hip height.

Y

  1. Pushes the ball with fingers (not a slap).

Y

Y

  1. Ball contacts floor in front of (or to the outside of) foot on the side of the hand being used.

Y

Y

2.Kick

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.  

  1. Rapid continuous approach to the ball.

Y

Y

  1. The trunk is inclined backward during ball contact.

Y

Y

  1. Forward swing of the arm opposite kicking leg.

Y

Y

  1. Follow-through by hopping on the non-kicking foot.

Y

Y