Pre & Post Test Analysis of Gross Motor Skills

Name child: _Eden Foote__________________ Name Evaluator: ___Catherine Lutjen_____________

1. Complete the TGMD-2 modified assessment sheet

2. Complete the table using the pre and post data from the assessment

Locomotor Subtest

Pre-Test Skill Score Post-Test Skill Score Pre-Test Post-Test

Skills Skills
Count up the #of 1’s Count up the #of 1’s
Run 0/8 5/8 Run 0 0.63
Gallop 0/8 0/8 Gallop 0 0
Hop 0/10 0/10 Hop 0 0
Leap 2/6 0/6 Leap 0.33 0
Horizontal Jump 0/8 1/8 Horizontal Jump 0 0.13
Slide 0/8 4/8 Slide 0 0.5
Skip 0/6 0/6 Skip 0 0
Raw total score 2/54 10/54 Raw total score 0.04 0.19
Manipulative (Object Control) Subtest

Pre-Test Skill Score Post-Test Skill Score

Skills Count up the #of 1’s Count up the #of 1’s Skills Pre-Test Post-Test
Striking long handed 0/10 6/10 Striking long handed 0 0.6
Catch 4/6 4/6 Catch 0.66 0.66
Kick 0/8 2/8 Kick 0 0.25
Underhand Throw 2/8 2/8 Underhand Throw 0.25 0.25
Overhand Throw 0/8 0/8 Overhand Throw 0 0
Roll 0/8 5/8 Roll 0 0.63
Dribble 0/8 1/8 Dribble 0 0.13
Raw Total Score 6/56 20/56 Raw Total Score 0.11 0.36
 Stability Subtest

Pre-Test Skill Post-Test Skill Pre- Post-

Score Score Test Test
Count up the #of
Skills 1’s Count up the #of 1’s Skills
Static Balance 0/8 0/8 Static Balance 0 0
Dynamic Balance 4/10 6/10 Dynamic Balance 0.4 0.6
Raw Total Raw Total
Scores 4/18 6/18 Scores 0.22 0.33

2. Quantitative Analysis: Create and insert a graphical image of the different scores comparing the pre and
post-test (show all skills but use different charts so you can compare the data easily) – Hint: use Excel,
copy and paste the above data into excel and click graph – bar graphs are usually the best for this type of
data.
3. Provide a qualitative analysis of the growth and performance of the child over time (explain the data and
graph in words and in detail – each skill category should show some insight!).

In all three of the domains (locomotor, manipulative and stability) Eden has shown an improve throughout the 16
fundamental movement skills. Eden’s raw score for her locomotor pre- test was 1 out of 27 while she scored a 7 out
of 27 on her post-test evaluation. She improved or stayed the same on 6 out of the 7 skills. Her raw score for
manipulative pre-test was 3 while her post-test was at 13. She had a big improvement on rolling and striking long
handed. While she also improved on her kicking, dribbling but stayed the same on her catching and overhand
throwing. Lastly, her raw score for her stability pre-test was 2 and her post-test results were a 3 she didn’t have any
videos for static balance but her dynamic balanced was slight better after a semester of practicing the skill.

4. From your experiences, provide three activities / pieces of advice to give to the parent that could help the
child improve.

An activity that the parents can work on with the child to improve their leaping skill at home. May be going outside
when there are puddles of water and trying to have Eden run and leap over the puddle. This would be more
beneficial having her leap over something that is below the surface instead of a huddle which is higher than ground
level can help boost self- esteem while getting her to elongate her stride. This will allow her to go off one foot and
land on the opposite foot to allow her to get the highest success rate to clear the puddle. Another activity that the
parents can do with Eden to help her improve hopping can be hopscotch. This is a fun game that can also help her
with her underhand rolling when she rolls the rock to go into one of the squares. Lastly, Eden’s parents can take a
bean bag or something that is little and can be placed on the body and will stay on her body easily. While the bean
bag is balancing on her shoulder have her stand on one of her legs on stand there until the bean bag falls off. Once
the bean bag falls off, they can place the bean bag onto a different spot on her body and allow her to stand on one
leg again until it falls.

5. What do you think you could have done different to help the child progress during the class? Be specific.

I think I could have corrected her more when I first noticed that she was doing a skill wrong. Instead of letting her
struggle with the skill or perform it wrong and allow her to get bad habits. An example of this can be when Eden was
trying to overhand throw. She would stand still facing the target just moving her arm. I should have tried to get her to
face sideways and take a step involving the bottom half more.
6. Create your parent letter highlighting your analysis (See example) and attach the letter to this
assignment.

December 2, 2018
Movement Education

To the Parents/Guardians of Eden,

It was my pleasure to work with your daughter during the Movement and Literacy Program. Eden is a very
kind and polite child who loves being active. Throughout the semester we worked on16 fundamental movement
skills. In the three different domains, which are locomotor, stability and manipulative. We assessed these skills by
using the gross motor assessment. We used this assessment tool in both the pre-assessment and the post-
assessment to see how your daughter progressed. The locomotor skills that my peers and I assessed included
running, galloping, hopping, leaping, jumping and slide. The stability skills included tasks that worked on static and
dynamic balance. The object control or manipulative skills that we assessed included striking, dribbling, catching,
kicking, throwing overhand and rolling.
I am happy to inform you that Eden made great strides and progress throughout the semester in each of the
three domains: stability, locomotor and manipulative skills. Different performance criteria were used to break down
each skill. This allows my peers and myself to see where Eden's strengths are and what she still needs to work on.
For the locomotor skills Eden made huge improvements throughout the semester. Her leaping was one skill we
really focused on. Eden now can move her body in the proper motion before taking off over an object or line placed
on the floor. She is also able to involve her arms to get her to go further in the air. One thing you can continue to
work on with Eden is having her elongate her stride slightly. This will allow her to have more time in the air and allow
her to get over larger objects. For the locomotor skills of the galloping and sliding Eden can show good signs that she
understands the movement but sometimes switches the skill with each other. With more practice she will improve
and be able to understand fully each skill by their names. We also spent a great deal of time working on object
control skills. Eden really enjoyed exploring different objects including the fluffy ball, balloons, rackets, hula hoops,
etc. One of the skills that I worked a lot on with her was rolling. According to the post-assessment results on the
TGMD-2 Levi demonstrates she has improved the most on this skill out of the 16 fundamental movement skill
throughout the whole semester. She can now roll the ball and contact the items that she is aiming to hit. For the roll
Eden can correctly perform the follow-through without anyone reminding her. Working on getting her to take a step
and then perform all the other skill is going to be the next challenge but Eden will soon be proficient in this as well.
Overall, she has made tremendous progress in both locomotor skills and manipulative skills.
I am very pleased with how Eden did throughout her time in the Movement Literacy Program. She is a great
listener and very respectful towards all the teachers. Throughout each lesson we worked on adding literacy
components which she really enjoyed telling myself and my peers colors, letter and even number. Each station that
she participated and attempted she would receive a reward by getting stickers on Eden's on an index card with her
name on it. So, at the end of the semester she can show you all her big accomplishments throughout the semester
long journey. I would like to thank you for allowing me to work with your daughter. This was a great opportunity for
me that I looked forward to everyday. I look forward to watching her progress next semester also when I am a
teaching assistant for the next movement education class. If you have any further questions feel free to contact me
my email is Catherine.lutjen@cortland.edu.

Sincerely,

Catherine Lutjen, SUNY Cortland Physical Education Teacher Candidate

7. Create a letter to the future teacher candidate of your preschooler. Explain what worked and what did not
work focusing on ALL three domains of learning!! Attach the letter to this assignment
December 2, 2018

Dear Future Teacher Candidate participating in the PED 321 Movement Literacy Program,

This should be a unique and fun learning experience for both yourself and the children. This
program is not only beneficial for the Teacher Candidates but also for the children that are
enrolled in the college childcare program at SUNY Cortland. This course allows you to learn
what your teaching style is and how to best apply yourself in the classroom setting. While also
teaching children 16 important fundamental movement skills that they will use throughout their
lives. As this program is a very extraordinary opportunity to be a part of it is important that you
always keep in mind to be respectful, positive and take this course serious. There are many
ways that a Teacher Candidate can go about this. Some ways that worked well for me were
being early and prepared to each class, applying the knowledge from the book and outside
assignments to the classroom, dressing professional, using appropriate language at all times
and to always show up with a positive attitude to class.

This semester, I had the occurrence of working with Eden. She is very shy child at first but once
she is comfortable with you a boat load of energy. Due to this it was very hard to get Eden to
perform a lot of the movement skills for the pre-assessment. It is best to reward her for small
things that she does right such as: listening to directions, doing/ attempting to perform the
skill(s) at hand, asking her questions before starting the stations (ex. What did you eat for
breakfast?), giving her lots of high fives throughout the station and holding her hand within the
first few classes. This is what allowed her to start to feel more comfortable with myself and the
peers in my teacher group. Although, a lot of the skills do not have pre-assessments scores she
has shown a lot of improvement within all 16 of the fundamental movement skills. Eden’s
strengths were running, galloping, leaping, striking, underhand throw, rolling and dynamic
balancing. Eden’s biggest conflict is internal. She will not want to do a skill if she feels that she
will not be successful at the skill. However, once she does the skill one time and is able to
perform the skill, it is very hard to get her to stop and move to the next lesson. This happened a
lot when she started to walk on the low and high balance beams. She went from the initial
stage or no scores to the elementary stage in many of these skills. However, since Eden is shy
some of her post-assessment scores are inaccurate due to the camera being out the day of the
assessment. Some of the skills that Eden struggled with were hopping, jumping, sliding,
skipping, catching, kicking, overhand throw, dribbling and static balance. Some ways that
I found beneficial for Eden’s increase in success was starting her at lower levels and allowing
her to build more self-confidents and then moving into more intense levels of a certain skill.
There are a lot of great resources that can be found in the posters that are provide to you. This
was a lot of help not only to understand the skill and how-to categories each student by their
skill level. But to also use tasks that are appropriate for each stage of learning that you are
working with throughout the semester. Overall, I had an amazing experience watching Eden’s
improve her fundamental skills. Also, it was very interesting to see her really develop and grow
throughout the three domains.
Best of luck with Eden.
Sincerely,
Catherine Lutjen
 Assessment of gross motor skills Child: __Eden Foote______________________
Locomotor - Run Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Brief period where both feet are off of the ground 1 1
Arms in opposition to legs, elbows bent 0 1
2 cones 50 feet apart to
Foot placement near or on line (not flat footed) 1 0
run in between. Video
Non-supporting leg is bent around 90 degrees (close to
front and size view
buttocks) 0 1
Motor Stage I E2
Locomotor- Gallop Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
A step forward with the lead foot followed by step with the trail
Place 2 cones 25 feet foot to a position adjacent to or behind the lead foot. 0 0
apart - tell child to gallop
Brief period where both of the feet are off the ground 0 0
from one cone to the other,
Arms bent and lifted to waist level 0 0
stop and repeat. 2 trials,
video both from side view Able to lead with the right and left foot 0 0
Motor Stage I I
Locomotor- Hop Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Foot of nonsupport leg is bent and carried in back of body
Nonsupport leg swings in pendulum fashion to produce force
Child will hop 4 times on Arms bent at elbows and swing forward on take off
his/her preferred foot (establish
this before testing). Repeat on
Takes off and lands three consecutive time on preferred foot
2nd trial. Front view video Takes off and lands three consecutive time on non-preferred
foot
Motor Stage
Locomotor- Leap Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Take off on one foot and land on the opposite 1 1
2 cones 50 feet apart with a
bean bag in the middle. Ask A period where both feet are off of the ground (longer than
students to run and leap over running) 0 0
the bean bag. Video tape a Forward reach with arm opposite lead foot 0 0
side and front view
Motor Stage I I
Locomotor- Jump Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Preparatory movement includes flexion of both knees with arms
extended behind the body 0
Mark of a starting line on floor. Arms extended forcefully forward and upward, reaching full
Position child behind line. Tell
extension above head 0
child to jump far. Repeat.
Video front and side view Take off and land on both feet simultaneously 1
Arms are brought downward during landing 0
Motor Stage I I I
Locomotor- Slide Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Body turned sideways so shoulders are aligned with the line on
the floor 0 0
Place 2 cones 25 feet apart on A step sideways with lead foot followed by a slide of the trailing
a straight line. Tell the child to
foot to a point next to the lead foot 0 0
slide from one cone to the
other cone. Side view for video A minimum of four continuous step-slide cycles to the right 1 1
A minimum of four continuous step-slide cycles to the left 1 1
Motor Stage I I I I
Locomotor- Skip Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Place 2 cones 30 feet apart. A step forward followed by a hop on the same foot
Mark of two lines. Tell the child
Arms are flexed and move in opposition to legs to produce force
to skip from one cone to the
other. Front and side view Completes 4 continuous rhythmical alternating skips
video Motor Stage I I I I
Manipulative - Strike long implement Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
4 inch plastic ball on Dominant hand grips bat above non-dominant hand 1 1
batting tee at waist level. Non-preferred side of body faces imaginary tosser with feet
Tell child to hit ball hard parallel 0 1
and straight ahead with Hips and shoulder rotation during swing 1 1
bat. Video tape front and Transfers body weight to front foot 0 0
side view Bat contacts ball 0 1

Motor Stage I I I E2
Manipulative - Catch Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Mark off 2 lines 15 feet apart. Preparation phase where hands are in front of the body and
The child stands on one line
elbows are flexed 1 1 1 1
and the tosser on the other.
Toss 4 inch ball underhand to Arms extend while reaching for the ball as it arrives 1 1 1 1
chest area. Tell the child to Ball is caught by hands only 0 0 0 0
catch with 2 hands. Only count
a trial if ball is near chest. Front
and side view video Motor Stage I I I I
Manipulative- Kick Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Mark off 1 line about 20 feet Rapid continuous approach to the ball 1 1
from wall and second line 8 An elongated stride or leap immediately prior to ball contact 0 0
feet beyond first line. Place 8-
Non-kicking foot placed even with or slightly in back of the ball 0 0
10 inch ball on the first line
closest to wall. Tell the child to Kicks ball with instep of preferred foot or toe 0 0
run up and kick hard towards
wall. Front and side view Motor Stage I I E3 E3
Manipulative - Underhand Throw Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Preferred hand swings down and back reaching behind the
Attach a piece of tape on the
floor 15 feet from wall. Child
trunk 1 1 1
stand behind tape line facing Steps forward with the foot opposite the throwing hand 0 0 0
wall. Tell child to throw ball Ball is tossed forward hitting the wall without a bounce 0 0 0
hard underhand at wall. View
Hand follows through after ball release to chest level 0 0 1
and side view video
Motor Stage I I E2
Manipulative-Overhand Throw Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Windup is initiated with downward movement of hand/arm
Rotates hip and shoulders to a point where the non-throwing
Attach a piece of tape on the
floor 20 feet from wall. Child side faces the wall
stand behind tape line facing Weight is transferred by stepping with the foot opposite the
wall. Tell child to throw ball throwing hand
hard at wall. View and side
Follow-through beyond ball release diagonally across the body
view video
toward the non-preferred side
Motor Stage I I I I
Manipulative - Roll Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Preferred hand swings down and back, reaching behind the trunk while
Place 2 cones against a wall
chest faces cones 0 0 1 1
so they are 4 feet apart. Attach
a piece of tape on the floor 20 Strides forward with foot opposite the preferred hand toward the cones 0 0 0 1
feet from wall, tell the child to Bends knees to lower body 0 0 0 0
roll a tennis ball hard so that it Releases ball close to the floor so ball does not bounce more than 4
goes between the cones. Front
and side view
inches high 0 0 1 1
Motor Stage I I I E2
Manipulative - Dribble Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Contacts ball with one hand at about belt level 0
Child will dribble a 8-10 inch
Pushes ball with fingertips (not a slap) 0
ball four times without moving Ball contacts surface in front of or to the outside of foot on
his or her feet, using one hand, preferred side 1
and then stop by catching the Maintains control of ball for four consecutive bounces without
ball. Front view video
having to move the feet to retrieve it 0
Motor Stage I I I I
Stability - Static Pre Post
Materials/Directions Skill Criteria: R leg L leg R leg L leg
Use poly spot for child to stand Maintains a steady balance
on. Ask the child to lift up one
Adjusts body to maintains balance
leg and count to 5 and put leg
down. On second trial, child Eyes forward
lifts other leg and holds it for 5 Can hold for 5 seconds while maintaining balance
seconds and puts it back
down. Video twice front view. Motor Stage I I I I
Stability - Dynamic Pre Post
Materials/Directions Skill Criteria: Low beam High beam Low beam High beam
Maintains a steady balance 0 0 0 0
Child walks on low balance
beam without assistance, then Adjusts body to maintains balance 1 1 1 1
high beam without assistance. Eyes forward 0 0 0 0
Assistance for getting on the Uses arms for balance 1 1 1 1
beam is ok. Front view videos
Can cross the beam without falling off 0 0 1 1
of both trials
Motor Stage I I E2 E2