April Todd

March 15, 2016

PED-105-201

Locomotor Assessment
To make my results more interesting, I conducted the Locomotor Assessment on a boy
and a girl at the same age to compare and contrast the results. With both children being five years
old they almost had the same results but still had different scores on the assessment at the end.
Girl Subject:

What surprised me the most about the movement skills of the girl is that she did not
complete all of the processes to run and walk. The main reason she did not complete all
four processes is because of the placement of her arms. When she walked, she had her
arms by her side and not moving in the opposite direction of her legs. When she ran she
dangled her arms by her side she did not have her arms bent and moving in the opposite
direction of her legs. But other than the movement of her arms, she did well in the other

categories for being a five year old.

Some of the skills were difficult to assess because she did not know the difference
between a jump and a leap. After the girl subject performed the jump and the leap, I
explained and performed the differences between a jump and a leap. I felt the girl subject
quickly began to understand the difference of a jump and a leap because she performed

both locomotor movements by herself without any difficulty.

I would help the girl subject improve the most difficult locomotor skills that she had
completing by helping her move her feet in the correct direction, showing her step by step
on how to complete the difficult skills, and taking turns on completing the skill.

Boy Subject:

April Todd
March 15, 2016
PED-105-201

What surprised me the most about the locomotor movement skills of the boy that he
completed all of the movements with no questions, didnt ask to have help or didnt say

he didnt know how to do that movement.

The skill that was the most difficult to assess was when the boy subject had to perform a
gallop and a skip. He performed the gallop first, then performed the skip, and he did the
same movements for both locomotor movements. I explained to him the differences
between a gallop and a skip, I also demonstrated both of the locomotor movements, and
we both did the step by step movements together. After we galloped and skipped together,
I then allowed him to gallop and skip by himself. He did the same movements for
galloping and skipping again. So I tried a second time demonstrating the differences
between galloping and skipping. When I asked him to gallop and then skip for me by
himself, he did the same movements for the third time. After the third time, I told him he
did a great job, but we will have to work on his galloping and skipping because I knew he

didnt completely understand the differences between galloping and skipping.

I would help the boy subject improve the most difficult locomotor skills that he had
completing by helping him move his feet in the right direction, showing him step by step
on how to complete the difficult skills, and taking turns on completing the skill until he
could perform the difficult locomotor skills by himself without any difficulty.

Conclusion:

By completing this assignment, I learned what specific steps you have to take to make
certain locomotor movements. I noticed if I completed the locomotor assessment, I would
do the movements without thinking about it because it becomes so naturally, but for
younger children they are still learning. Every day their brain is still constantly growing

April Todd
March 15, 2016
PED-105-201

and they will naturally have more difficulty completing things compared to someone in
their early twenties.