SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

# Locomotor Skills Part B:  Lab Three

##### Name: Name: Ryan Snyder                                   Date: 10/23/11                                  Lab Group Day and #:Monday/Athletic Alliance

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

B. Locomotor Skills Part B Worksheet.

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 Monday's lab at St. Mary's the Cortland students observed a male and a female in kindergarten. Both children are 6 years of age and each of them displayed similarities between the performance criteria for the locomotor skills we were asked to observe. The locomotor skills observed in this week's lab was the leap, horizontal jump, and slide. The games which made the children leap showed both the male and female had common characteristics within their movement patterns. So, there were no differences in the ability of the two children when regarding age or gender. Each child was capable of taking off one foot and landing on the opposite leg, but on occasion they began to run because they moved too fast. The boy and girl had both feet off the ground long enough to separate between a leap and a run. A movement pattern they both did not do is reaching forward with the arm opposite of the lead foot. A difference between the boy and girl was during the horizontal jump. The boy had his arms extended behind the body, while the girl never displayed the movement. When jumping an individual is suppose to land with both feet simultaneously and the children accomplished this movement pattern. Another difference in the horizontal jump was the arms of the boy went downward on landings. During the slide both children moved sideways in the direction they were travelling with each foot off the ground for a short period of time. They were able to slide in both directions left and right, but their trailing foot did not slide to a point next to their lead foot. For each gender they shared many similarities with only few differences, so the ability to perform locomotor skills is not highly impacted on gender.

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?

A teaching strategy I used in Monday's lab was checking for understanding. When I was describing the opening game in the gymnasium I used this teaching technique on several occasions. I would explain the instructions on how to play the game (Hungry Frogs) and after a point of instruction I asked a question directed towards the students to answer. The students responded very well to my CFU's as they were able to answer my questions effectively. I think it is important to do a CFU right after an instruction which may confuse the students because it ensures everyone is on the same page and the game goes smoothly. I also provided the students with a demonstration on how to properly do a horizontal jump when I told them they had to move around the area jumping. Hopefully, the effect on the students led to them performing the locomotor skill more effectively. I think the CFU was more effective because the game would of been chaotic if there was confusion on how to properly play the game. With the demonstration children know how to jump, but they may of missed movement patterns within the horizontal jump.

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.

I think an effective task I have used to maintain the students attention during my activities is showing I am at St. Mary's for them and providing them with positive feedback. When you are around the kids always smiling it really rubs off on them to enjoy themselves on any activity he/she is participating in. If you are smiling the children are generally going to smile right back bringing a great environment to partake in an activity. Another way to capture the children's attention is joining in the activity yourself. The time you begin to participate in the game children look up to us as a role model and it makes them enjoy the game more. All of the children love to play with the Cortland students and compete with us in those games, which promote a competitive atmosphere.

MOTOR DEVELOPMENT LAB-Locomotor Skills Part B

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

Name of Students (first names only): "Greg" / "Hannah"                        Grades: K / K                                Ages: 6 / 6

Gender:  Male / Female

Locomotor Skills- (Lab 3) Part 2

 Skill Materials Directions Performance Criteria Child 1 Child 2 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. Take off on one foot and land on the opposite foot. Y Y A period where both feet are off the ground (longer than running). Y Y Forward reach with arm opposite the lead foot. N N 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. Preparatory movement includes flexion of both arms and knees with arms extended behind the body. Y N Arms extend forcefully forward and upward, reaching full extension above the head. N N Take off and land on both feet simultaneously. Y Y Arms are brought downward during landing. Y N 3. Slide Use a clear space During a game or activity, watch a student slide. Ask the student to slide facing the same direction. Body turned sideways to desired direction of travel. Y Y A step sideways followed by a slide of the trailing foot to a point next to the lead foot. N N A short period where both feet are off the floor. Y Y Able to slide to the right and to the left side. Y Y