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Pre & Post Test Analysis of Gross Motor Skills

Name child: Noah Name Evaluator: Gary Benken

1. Complete the TGMD-2 modified assessment sheet

Assessment of gross motor skills Child: Noah

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  1 1 
Arms in opposition to legs, elbows bent  1  1  1  1
2 cones 50 feet apart to Foot placement near or on line (not flat footed)  1  1  1  1
run in between. Video Non-supporting leg is bent around 90 degrees (close to
front and size view buttocks)  0  0  1  1

Motor Stage  Elem 3 Elem 3   Mat  Mat

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  0  0
apart - tell child to gallop Brief period where both of the feet are off the ground  1  1  1  1
from one cone to the
Arms bent and lifted to waist level  0  0  1  1
other, stop and repeat. 2
trials, video both from side Able to lead with the right and left foot  1  1  0  0
view
Motor Stage  Init  Init  Init Init 
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  0  0  1 1 
Nonsupport leg swings in pendulum fashion to produce force  0  0  0  0
Child will hop 4 times on
Arms bent at elbows and swing forward on take off  0  0  0  0
his/her preferred foot
(establish this before testing). Takes off and lands three consecutive time on preferred foot  1  1  1  1
Repeat on 2nd trial. Front view Takes off and lands three consecutive time on non-preferred
video foot  0  0  0  0

Motor Stage  Init  Init  Elem 2 Elem 2 

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  0  0  1 1 
2 cones 50 feet apart with a A period where both feet are off of the ground (longer than
bean bag in the middle. Ask running)  0  0  0  0
students to run and leap over Forward reach with arm opposite lead foot  1  1  1  1
the bean bag. Video tape a
side and front view

Motor Stage  Elem 2 Elem 2   Elem 3  Elem 3

Locomotor- Jump   Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Mark of a starting line on floor. Preparatory movement includes flexion of both knees with arms
Position child behind line. Tell
extended behind the body  0  0  1 1 
child to jump far. Repeat.
Arms extended forcefully forward and upward, reaching full
Video front and side view
extension above head  1  1  0  0
Take off and land on both feet simultaneously  1  1  1  1
Arms are brought downward during landing  0  0  1  1
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Motor Stage  Elem 3  Elem 3  Elem 3 Elem 3 

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  1  1  1 1 
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  1  1  1  1
slide from one cone to the
other cone. Side view for video A minimum of four continuous step-slide cycles to the right  0  0  1  1
A minimum of four continuous step-slide cycles to the left  0  0  1  1
Motor Stage  Elem  Elem  Mat  Mat
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  0 0   1 1 
Mark of two lines. Tell the child
Arms are flexed and move in opposition to legs to produce force  0  0  0  0
to skip from one cone to the
other. Front and side view Completes 4 continuous rhythmical alternating skips  1  1  0  0
video
Motor Stage  Init Init   Init  Init
Manipulative - Strike long implement Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Dominant hand grips bat above non-dominant hand  1 1   1 1 
4 inch plastic ball on Non-preferred side of body faces imaginary tosser with feet
batting tee at waist level. parallel  1  1  1  1
Tell child to hit ball hard
Hips and shoulder rotation during swing  0  0  0  0
and straight ahead with
bat. Video tape front and Transfers body weight to front foot  0  0  1  1
side view Bat contacts ball  1  1  1  1
Motor Stage  Elem 2 Elem 2   Elem 3 Elem 3 
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  0  0  0  0
chest area. Tell the child to Ball is caught by hands only  1  1  1 1 
catch with 2 hands. Only count
a trial if ball is near chest.
Front and side view video Motor Stage  Elem 3 Elem 3   Elem 3 Elem 3 
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  0  0
from wall and second line 8 An elongated stride or leap immediately prior to ball contact  1  1  1  1
feet beyond first line. Place 8-
10 inch ball on the first line Non-kicking foot placed even with or slightly in back of the ball  0  0  1  1
closest to wall. Tell the child to Kicks ball with instep of preferred foot or toe  1  1  1  1
run up and kick hard towards
wall. Front and side view
Motor Stage  Elem 3 Elem 3   Elem 3 Elem 3 
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 trunk  0  0  1 1
floor 15 feet from wall. Child
Steps forward with the foot opposite the throwing hand  1  1  1  1
stand behind tape line facing
wall. Tell child to throw ball Ball is tossed forward hitting the wall without a bounce  1  1  0  0
hard underhand at wall. View Hand follows through after ball release to chest level  1  1  1  1
and side view video
Motor Stage  Elem Elem   Elem Elem  
Manipulative-Overhand Throw Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Attach a piece of tape on the
Windup is initiated with downward movement of hand/arm  0  0  0 0 
floor 20 feet from wall. Child
stand behind tape line facing Rotates hip and shoulders to a point where the non-throwing  1  1  1  1
side faces the wall
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Weight is transferred by stepping with the foot opposite the

throwing hand  1  1  0  0
Follow-through beyond ball release diagonally across the body
wall. Tell child to throw ball toward the non-preferred side  1 1   1  1
hard at wall. View and side
view video
Motor Stage  Elem 3  Elem 3  Elem 2  Elem 2
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   0  0
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  1  1  1  1
feet from wall, tell the child to Bends knees to lower body  1  1  1  1
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  1  1  0  1
Motor Stage  Elem Elem   Elem Elem 
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  N/A  N/A  1 1 
Child will dribble a 8-10 inch Pushes ball with fingertips (not a slap)  N/A  N/A  0  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  N/A  N/A  1  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  N/A  N/A  0  0
Motor Stage  N/A N/A   Elem 2 Elem 2
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  N/A  N/A  1 1 
on. Ask the child to lift up one
leg and count to 5 and put leg Adjusts body to maintains balance  N/A  N/A  1  1
down. On second trial, child Eyes forward  N/A  N/A  0  0
lifts other leg and holds it for 5
seconds and puts it back Can hold for 5 seconds while maintaining balance  N/A  N/A  1  0
down. Video twice front view. Motor Stage  N/A N/A   Elem Elem 
Stability - Dynamic   Pre Post
Materials/Directions Skill Criteria: Low beam High beam Low beam High beam
Maintains a steady balance  1  1  N/A  N/A
Child walks on low balance Adjusts body to maintains balance  0  0  N/A  N/A
beam without assistance, then Eyes forward  0  1  N/A  N/A
high beam without assistance.
Assistance for getting on the Uses arms for balance  1  1  N/A  N/A
beam is ok. Front view videos Can cross the beam without falling off  1  1  N/A  N/A
of both trials

Motor Stage  Elem Elem   N/A  N/A

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

Directions: To calculate the scores: Count up the #of 1’s in trial 1 and trial 2, divide by total critical elements of
both trials and times by 100 for %. For example, Running has 4 critical elements. If trial 1 has a score of 2 and
trial 2 has a score of 1, then the total score is 3/8 and the % is 37.5%

Locomotor Subtest
Pre-Test Post-Test
Total score and % Total score and %

Run 6/8 75% 8/8 100%

Gallop 4/8 50% 4/8 50%
Hop 2/10 20% 4/10 40%
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Leap 2/6 33% 4/6 66%

Horizontal Jump 4/8 50% 6/8 75%
Slide 4/8 50% 8/8 100%
Skip 2/6 33% 2/6 33%
Raw total score (sum of all subscores) 24/54 44% 36/54 66%

Object Control Subtest

Skills Pre-Test Post-Test
Total score and % Total score and %
Striking long handed 6/10 60% 8/10 80%
Catch 4/6 66% 4/6 66%
Kick 6/8 75% 6/8 75%

Underhand Throw 6/8 75% 6/8 75%

Overhand Throw 6/8 75% 4/8 50%

Roll 6/8 75% 5/8 62%

Dribble N/A 4/8 50%

Raw Total Score (sum of all subscores) 34/48 71% 37/56 66%

Stability Subtest
Skills Pre-Test Skill Score Post-Test Skill Score
Total score and % Total score and %
Static Balance N/A 5/8 62%

Dynamic Balance 7/10 70% N/A

Raw Total Scores (Sum) 7/10 70% 5/8 62%

3. Quantitative Analysis: Create and insert a graphical image of the different scores comparing the pre and post-
test (show all skills in three different categories. Do not include the raw total scores, use the percentages to
compare. Use a vertical bar graph. Compare the skills.) – Hint: use Excel, copy and paste the above % data from
above into excel and click graph. Copy and paste the table below this prompt.

See Below.
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4. Provide a qualitative analysis of the growth and performance of each of the FMS skills of the child over time
(explain the data and graph in words: list each skill and discuss the growth over time using the critical elements,
explaining in detail how they perform each skill)
In addition, in the far right column, provide at least 2 enjoyable and easy to understand tasks that a parent could
do with the child over the break to help the child improve.
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A. Locomotor

Skill Qualitative analysis Suggestions for tasks at home

Run -Noah improved in running and was able to master 1. Do relay races
the skill. He improved by putting his foot at a 90-
degree angle when running.
2. go for a run

Gallop -Noah did not improve too much with his gallop. He 1. Relay races with galloping
learned to have his arms bent at the waist, but he
could not lead with both his left and right foot in the
post test. 2. take them to see horses galloping

Hop -Noah has improved in his hopping abilities. He 1. Play hop scotch
originally could only land the hop effectively three
times, but he improved by keeping his bent leg
behind the front leg. 2. show them

Leap -Noah improved his leaping skills a lot over the 1. Leap frog
course. He originally could only reach forward with
his arms, but he improved by taking off his one foot
and landing on the opposite one. 2. Do long jump activities

Jump -Noah improved in jumping from the pre to the post 1. Play Basketball
test. He improved from the pre-test by flexing his
arms and legs before doing the jump.
2. Have them jump for high fives

Slide -Noah improved his sliding and mastered the skill in 1. Do sliding relays
the post test. He did this by continuously sliding on
both his right and left side for at least four times
consecutively. 2. sliding across the floor

Skip -Noah did not improve with his skipping. He learned 1. use jump rope
to step forward and hop, but did not skip
consecutively.
2. play music and skip to it

A. Manipulative / Object Control

Skill Qualitative analysis Suggestions for tasks at home

Strike with -Noah improved on his striking abilities from the pre 1. play baseball
long to post test. He improved by transferring his body
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implement weight from his back foot to the front foot. 2. play tennis

Catch -Noah remained at the same skill level he was at the 1. catch with a baseball
pre-test. He still cannot extend his arms out to the
ball before it comes to him.
2. catch with a football

Kick -Noah remained at the same skill level in kicking as 1. Kick a soccer ball
he was in the pre-test. He needs to make a rapid
approach to the ball when kicking.
2. do karate

Underhan -Noah remained at the same skill level as he was 1. throw with a ball
d Throw during the pretest. He needs to keep his throws
accurate and on target.
2. bowling

Overhand -Noah’s skill level decreased in the post test. He did 1. baseball throw
Throw not transfer his weight to the throwing portion of his
body when doing the post test.
2. football throw

Roll a ball -Noah’s rolling skill level did decrease in the post 1. bowling
test. Although he released the ball closer to the
ground the second time, he was not consistent with
his rolls. 2.

Dribble a -Noah’s dribbling could not be accurately recorded 1. Basketball

ball with since there was no pretest videos. However, he
hand needs to work on pushing the ball with his fingertips
and maintaining control. 2. plastic bouncy balls

B. Balance

Skill Qualitative analysis Suggestions for tasks at home

Static -Noah’s Static balancing skills could not be 1. stand on a rock
Balance compared since there was no pretest video.
However, he needs to keep his eyes forward in order
to improve his balancing. 2. stand on one foot

Dynamic -Noah’s Dynamic balancing skills could not be 1. balance over straight line while moving
Balance compared since there was no post test video.
However, he should adjust his body more and keep
his eyes forward if he wants to improve his dynamic 2. body control movements
balance.
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5. What do you think you, as a teacher could have done differently to help the child progress during the class? Be
specific.

As a teacher, I feel I could have improved the child’s progressions in class by providing more visual aids to the stations I
was teaching and by giving Noah feedback when he was participating in his stations. Giving more visual aids and feedback
would have helped Noah visualize what he was supposed to do and could have helped him develop the skills he was trying
to learn at a faster pace.

6. Write your parent letter explaining your analysis of all three domains (PM, Affective, Cognitive) and some
suggestions for what to practice over the break. Include the letter below this prompt.

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!! Include the letter below this prompt.

***This assignment can be used in your discussion with the teacher or parents and it can also
be included in your portfolio under various standards, be sure to keep this safe!***
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To the Parent/Guardian of Noah,

It was my pleasure to work with your son during the Movement and Literacy Program. Noah
is a very kind and polite child who loves being active. Throughout the semester we worked on
different locomotor and object control skills. We assessed these skills using the gross motor
assessment, which was used in both a pre-assessment and a post-assessment to see how your son
progressed. The stability skills included tasks that worked on both static and dynamic balance. The
different types of locomotor skills we assessed include running, galloping, hopping, leaping, jumping
and sliding. The object control or manipulative skills we assessed include striking, dribbling, catching,
kicking, throwing overhand, throwing underhand and rolling.
I am happy to inform you that Noah overall made good progress in the three movement skill
domains. Different performance criteria were used to break down each skill. This allows us to see
what Noah's strengths are and what he still needs to work on. For the locomotor skills, Noah made
huge improvements throughout the semester. His running was one of the biggest skills that
improved. Noah showed that he could do the skill at a mature level and can run using the correct
cues. One thing you can do to keep Noah’s skills up to date is have him constantly playing games,
like relays to encourage him to run around. For the skills of hopping, leaping, and sliding, Noah is
starting to perform areas of the skill correctly, and with more practice he will improve as he gets older.
We also spent a great deal of time working on object control skills. Noah really enjoyed exploring
different objects including the easy ball, balloons, cubes, etc. One of the skills we worked with a lot
was catching. According to the post-assessment results on the TGMD-2, Noah demonstrates he is in
the ready position before the ball is thrown by having his hands ready and his elbows flexed. He can
now catch the ball using only his hands. When practicing at home, you can have Noah catch different
sized objects to increase his ability to catch any object. For the overhand throw and roll, Noah now
correctly performs the follow-through and has improved in skill level as well. Working on weight
transfer with Dynamic balancing will take some time but your son will soon be proficient in this as
well. Overall, Noah made great progress in both object control and locomotor skills.
I am very pleased with how Noah did throughout his time in the Movement Literacy Program.
He is a great listener and very respectful towards all the teachers. I would like to thank you for
allowing me to work with your son. This was a great opportunity for me that I looked forward to
everyday. If you have any further questions, feel free to contact me at gary.benken@cortland.edu.

Sincerely,

Gary Benken, SUNY Cortland Physical Education Teacher Candidate

7.
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Dear Future Teacher Candidate participating in 321 Movement Literacy Program,

Movement Education is a very good experience for those who are striving to teach.
This class allows those who are striving to be physical education teachers to collaborate with the child
care program here on campus. Since this is a very big learning aspect for new Phys Ed Teachers, it
is necessary we treat it as an actual professional experience and dress and act like professionals.
This also means knowing the knowledge and criteria needed to teach and observe during each class
as well.

This year, I had the opportunity to work with Noah, a student at the Child Care Center
who has been involved with the Movement Ed program the year before. Since he was already part of
the program, I was able to view his pre-assessment tests before starting this years’ fundamental skills
training. At first, Noah was well developed in most of the skills he was being tested on. However,
some of the skills he had done before we tested him needed to be worked on, which included his
ability to hop, leap, and slide. As the program moved on, Noah began to show signs of improvement
and looked impressive with his ability to do the skills. At the end of the semester, Noah had improved
his ability to hop and leap, while also learning and perfecting the slide. As a teacher, it was very
exciting to see the changes Noah went through in his fundamental movement skills. In other skills,
however, Noah still seemed to struggle at times and forget the cues needed to do the skill. This would
include his ability to balance statically and, in his ability to roll a ball. This may have been because
Noah lost attention in doing the skill or he may have simply forgotten the cues. Overall, however,
Noah’s movement skills improved from the last time he went through this program. He has been a
pleasure to teach and I hope he progresses on these skills even more as he continues with the
program in the years to come.

Good luck working with Noah.

Sincerely,

Gary Benken