SUNY CORTLAND MOTOR DEVELOPMENT LAB PED 201 Professor Yang Locomotor Skills Part B: Lab Three Name:

: Lauren Garbarino Date: Feb 27, 2012 Lab Group Day and #: Monday 3:00

Tasks A. To observe the interaction between Cortland students and St. Marys students. B. Locomotor Skills Part B Worksheet.

TASK A OBSERVATION/REFLECTION Observe the interaction between St. Marys students and Cortland students. 1. Observe the St. Marys 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. Once in our separate groups, I noticed that with the Pre-K students that they were not great movers. They were good at running, and that is all they wanted to do. We had one activity where they were supposed to either jump, leap, skip, or hop over a a bunch of jump ropes and it always ended with them just running over the course set up. None of them seemed to want to do the locomotor skills after trying it once or twice. There was no difference between the gender of this age group. They were all around the same stage for the locomotor skills we did get to observe. 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? With the Pre-K group I felt like connecting with them through their work was the best way. They loved when we asked what colors they wanted to use or when we commented on how great their project was. Also, I never thought I would enjoy reading to the students, but they were so attentive during the book, and they got so excited at every question about the book. The students were very happy that they had a chance to play the games they wanted to play as well. As the teachers we got our games in pretty quickly, but after asking what they wanted to do, we incorporated them all together into a game where they got to run around and do the things they liked to do as well. I really enjoyed working with the Pre-K students, and hope that we get a chance to work with them again before the end of the semester. 3. After being at St. Marys 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 childrens attention and keep them on task for your activity.

With the groups that I have worked with, students seem to really give your attention when you show them that you are in charge, but in a way that is thoughtful to the activities that they want to do as well. For each age group that I have worked with (the 4th-5th graders and Pre-K) they all had their opinions of games they wanted to play, and as the teacher I have to get my games done before we can play their games. By telling them that if they play our games, then we will play theirs students become interested immediately and eager to play your game (whether it be true interest at first or just an eagerness to get the game over with) and are very attentive to the directions of the game. I have seen a few people say to students that they cannot play the students games and if they do they will get in trouble. The students have never reacted well to this answer. They normally get upset and just sit out and do nothing at that point.

MOTOR DEVELOPMENT LAB-Locomotor Skills Part B

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

Name of Students (first names only): Jack / Jill Gender: male / female

Grades: K / 1

Ages:

5 / 6

Locomotor Skills- (Lab 3) Part 2

Skill 1. Leap Materials Use a clear space Directions Performance Criteria Take off on one foot and land on the opposite foot. Child 1 no Child 2 yes yes yes yes no yes no n/a n/a n/a n/a During a game or activity, watch a 1. student leap. Tell the student to 1. take large steps leaping from one foot to the other foot. 1. During a game or activity, watch a 1. student jump. Tell the student to jump as far as they can. 1. 1. 1. 3. Slide Use a clear space During a game or activity, watch a 1. student slide. Ask the student to 1. slide facing the same direction. 1. 1.

A period where both feet are off the ground (longer than yes running). no Forward reach with arm opposite the lead foot. Preparatory movement includes flexion of both arms yes and knees with arms extended behind the body. Arms extend forcefully forward and upward, reaching no full extension above the head. Take off and land on both feet simultaneously. no Arms are brought downward during landing. Body turned sideways to desired direction of travel. no yes

2. Use a clear Horizontal space Jump

A step sideways followed by a slide of the trailing foot yes to a point next to the lead foot. A short period where both feet are off the floor. yes Able to slide to the right and to the left side. no