SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 – Professor Yang
1. Task one: Reflection.
2. Task two: Object Control Skills Part B Worksheet.
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?
The games that I have been playing with the kids of St. Mary’s have been age and developmentally appropriate. I have chosen games (some from books, other classes, or the Internet) that are easily understood and are lots of fun for those involved. I especially like getting creative with the stories behind games - for the younger kids, mostly. For example, during the Halloween lab - one of the games that I chose was Magic Orb Tag. The whole idea of magic and mystical things is fascinating to younger kids. It was perfect for the K-2nd grade kids in the gym group. The point of this game was to help me fill my hat back up with magic! The kids ate it up!
During the most recent lab - Thanksgiving lab - Tracy and I were able to make Thankful Turkeys with our Pre-K groups. They LOVED them! We got to talk about all of the things that we were thankful for and draw them on our favorite color feathers and stick them to the Thankful Turkey :) After working together and being creative, we hung the Turkeys up in the hallway for all to see.
I find that as my time in 201 goes on I am becoming more aware of activities/games/methods that work better than others and am becoming consciously able to quickly make adjustments and choices in their execution and adaptation. These are some of the qualities that are going to help me become a better, more efficient, unforgettable and fun physical educator.
2. What might be some limitations to games or activities when using them in the process of assessing motor skills?
Sometimes, kids are way too excited when involved in a game to properly execute a skill. They are more concerned about the fun of it than the mechanics. This definitely proves difficult when trying to assess particular motor skills. On top of the heightened excitement, one must contend with numbers. There will be many kids moving around with each other during any given activity and one may not have the appropriate amount of time to devote to the proper assessment of each child. Not only must one be aware of the skills they are trying to assess but they must also be aware of the behavior and sportsmanship of the other students involved in the activity. A truly difficult multi-task.
MOTOR DEVELOPMENT LAB- Object Control Skills Part B
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Grade: K-2 Age: 5-8 years Male: Jake and Female: Indiana
Object Control Skills- (Lab 5) Part B
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.
about hip height - a bit higher on average
yes - very consistent
yes - but has tendency to slap/pound
a bit toward the middle
yes - she can look around and maintain control
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.
many stationary kicks - liked to place ball in particular location before kick
did not observe
did not observe
a bit stiff in the arms - though they did move
did not observe