Standard 1

Scientific and Theoretical Knowledge

Component 1.e: Describe and apply motor development theory and principles related to fundamental
motor skills, skillful movement, physical activity and fitness for PreK12 students.

Artifact: PED 201 Field Experience Lab

Date: Spring 2018

Reflection:
During my PED 201 Motor Development lab once a week, I had the opportunity to mentor and work with elementary aged students
through the CHAMP program (Cortland Homer After-school Mentoring Program). The CHAMP program was offered to students after school and
gave them a chance to do homework and participate in a variety of games and activities. As a mentor, I witnessed a variety of movement patterns,
developmental processes and behaviors based on age and other psychological factors. Each week, we assessed students using the TGMD-2 test, an
assessment used to measure a variety of gross motor skills. In this particular lab, we observed and assessed students’ locomotor skills. Throughout
the semester, we also had a chance to teach developmentally appropriate games and activities to the students each week. This gave us the
opportunity to apply motor development theory and principles learned in class in actual teaching situations.
Standard 1component 1.e relates to the artifact attached because I had to apply motor development theory and principles in order to teach
and assess students using the TGMD-2. The results of the TGMD-2 assessment helped us determine which stages of development our students
were in- initial, elementary or mature. Based on this information, we were able to develop games and activities that were developmentally
appropriate and safe for all students in the program. Similarly, by assessing each students developmental and skill level, we developed specific
activities and strategies to help each student progress depending on a specific skill. By applying motor development theory and using the TGMD-
2, we were able to learn where students are and use motor development theory to successfully get them to the next developmental stage.
As a future physical educator, I must fully understand the stages of motor development and characteristics of each one. It is my
responsibility to observe and critique each student’s movement patterns and help them progress into more mature patterns. In order to facilitate
learning, I must be able to break down a specific skill into parts and evaluate each part of the skill. That way, I can indicate exactly which areas a
student needs to correct, making the learning process much quicker and efficient. Having a clear understanding of motor development theory is
important in order to be an effective teacher. It is essential to understand where students are physically and developmentally in order to create safe
and beneficial lesson plans for students. It is also important to use motor development theory to understand what kind of instruction will work best
for students’ skill and developmental level. Once you know what level or stage they are in, you can then develop appropriate progressions and
modifications to ensure learning.
 SUNY CORTLAND MOTOR DEVELOPMENT LAB
Spring, 2018 – Dr. Davis
Locomotor Lab Two

Name: Erin Carley Date: 3/23/18 Lab Group Day and #: Monday

Tasks
A. To observe the interaction between Cortland students and CHAMP students.
B. Locomotor Skills Assessment – TGMD 2 Worksheet.

TASK A – OBSERVATION/REFLECTION

Observe the interaction between CHAMP students and Cortland students.

1. Observe the CHAMP student(s) as they participate in the activities. Describe the variability of the movement patterns you observed. Be sure
to note differences in age, gender, or ability as it pertains to their ability to demonstrate the motor skills. Please focus on locomotor skills
(Run, Gallop, Hop) from rudimentary to specialized (initial to mature) movement patterns. Explain WHY you think some students move
better than others.

Dan and Adam are both boys in the Champ program. Dan runs proficiently and is very mature for his age skill-wise. Dan is a little older than
Adam, but Adam is less skilled than Dan is. When Adam runs he usually ends up on his hands and knees but gets right back up and continues. Adam
is in the elementary stage of running because he can run effectively but not consistently. He is still gaining coordination of fundamental motor skills,
especially running. (pg. 37) Dan participates in more outside activities and sports after school and on the weekends, which is why he is more mature
in his skills than most other children in the CHAMP program. Dan is in the proficient stage because his mechanics are efficient and has controlled
performances throughout all his skills. (pg. 37) They both love to participate in all the activity’s that go on in the champ program and have a lot of
energy. I think that Dan’s environment and his heredity also has a role in his excellent skills. His younger brother Dylan also attends CHAMP and
seems to be following right in his older brothers footsteps. “Both the environment and heredity influence the process of development.” (pg. 40) As
Adam grows he will eventually be able to catch up to the ability of locomotor skills has kids his age due to the process of self-regulatory fluctuation.
(Pg. 50) Every kid develops differently and at different speeds, which is crucial to development in students as a whole. They all express individual
differences and all the kids have there own unique way of developing. (pg. 53)

2. Describe the effective “teaching strategies” that you observed. What were they? How were they used? What was the effect? Were there any
strategies that were more effective than others? If so, why? Developmental Physical Education for all children

One teaching strategy I observed was the clapping method to get all the students attention. Taylor claps her hand in the same pattern every time
she wants the children’s attention and they repeat the clap and are then silent. This is a command style because it is a time honored method of
 teaching movement skills and promoting participation. (152) This is only really effective in the classroom setting and I have only seen her do it in
the classroom setting because it is a smaller space. I think it is effective because all the children seem to respond to it because she will call out the
students who are not cooperating. This also incorporates teaching behaviors because they explain the objective and assessment method for the
lesson (pg. 155). Another strategy to teaching that I observed is waiting till all the students are quite in order to start talking. I think this is
effective because it could be done in the classroom and when playing games on the turf. The teacher waits till all the students are quite because
explaining instructions, making an announcement or even just making them wait till everyone’s quite to move to a different room. I think this is
the most effective strategy I observed because the students know that the one who is talking is the one who is holding the whole group up and
none of them want to be that student. This is a self-check teaching strategy which promotes self reliance. It keeps them in check and aware of
there behaviors both good and bad (Pg. 155). Not all students are going to react to the strategies the same way. It is important to find which
strategy works for the type of class you are working with. Both these are considered to be pre impact planning discussions: learning objectives.
These are both based on grade level standards and essential content. (Developmental physical education pg.150) I think that most successful
teachers are a reciprocal style, which provides students with immediate feedback. This important because it lets students understand what they are
doing right or wrong (pg. 153). This is more seen in classroom physical education settings rather than programs like CHAMP.

Pledge: “On my honor, I have not given or received aid on this assignment.” X __________________________________
Student Signature
 MOTOR DEVELOPMENT LAB- Locomotor Skills
TGMD-2: Test for Gross Motor Development- Second Edition- Revised:
Observe minimum of 2 students doing the following locomotor skills. Assess their abilities using the TGMD 2 performance criteria as outlined
below. Be sure to only check off the criteria if it was observed.

Name of Students (first names only):Adam/Zoey Grades:_____/_____Ages: 6/7_Genders: male/female

Skill Materials Directions Performance Criteria Child 1 Child 2

1. Run Use a clear During a game or activity, watch 1. Brief period where both feet are off the ground. no no
space a student run. They may not run
as fast as they can or for a long 2. Arms in opposition to legs, elbow bent. yes yes
period of time due to space but
do your best. 3. Foot placement near or on a line (not flat footed). yes yes

4. Nonsupport leg bent approximately 90 degrees (close to no yes

buttocks).
2. Gallop Use a clear During a game or activity, watch 1. A step forward with the lead foot followed by a step with the yes yes
space a student gallop. Tell the student trailing foot to a position adjacent to or behind the lead foot.
to gallop leading with one foot 2. Brief period where both feet are off the ground. no no
and then the other.
3. Arms bent and lifted to waist level. yes yes

4. Able to lead with the right and left foot. no yes

3. Hop Use a clear During a game or activity, watch 1. Foot for nonsupport leg is bent and carried in back of the yes yes
space a student hop. Ask the student to body.
hop first on one foot and then on 2. Nonsupport leg swings in pendular fashion to produce force. no no
the other foot.
3. Arms bent at elbows and swing forward on take off. yes yes

4. Able to hop on the right and left foot. no yes