Ped 321 Pre Post Analysis of Gross Motor Skills

Pre & Post Test Analysis of Gross Motor Skills
Name child: Jackson Name Evaluator: Timothy Leighton
1. Complete the TGMD-2 modified assessment sheet

2. Complete the table using the pre and post data from the assessment
Locomotor Subtest
Skills Pre-Test Skill Score Post-Test Skill Score
Count up the #of 1’s Count up the #of 1’s
Run 6/8 4/8
Gallop 2/8 0/8
Hop No video 2/10
Leap 0/6 3/6
Horizontal Jump 2/8 2/8
Slide 2/8 2/8
Skip No video 0/6
Raw total score (sum of all subscores) 12 13
Object Control Subtest

Striking long handed 9/10 6/10
Catch 1/6 4/6
Kick 0/8 6/8
Underhand Throw 2/8 0/8
Overhand Throw 0/8 4/8
Roll 1/8 6/8
Dribble 0/8 0/8
Raw Total Score (sum of all subscores) 13 26
Stability Subtest
Static Balance No video 4/8
Dynamic Balance 3/10 2/10

Raw Total Scores (Sum) 3 6
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.
14
pre/ post test
12
10
8
6 Pre-Test Skill Score Count up
# of 1's
4 the #of 1’s

2 Post-Test Skill Score Count
up the #of 1’s
0
n p p ap ... de ip e
Ru allo Ho Le ntal Sli Sk cor
G o s
oriz Ra
w
H
locomotor skills
pre/ post test assessment

30
20
10
number of 1's
Pre-Test Skill Score Count up

0 the #of 1’s
d h k w w ll le e
n de Catc Kic hro hro Ro ibb cor Post-Test Skill Score Count up
a T T r S the #of 1’s
D w
gh d
an han
d
Ra
lon r h r
g e
d Ov e
in
trik Un
S
manipulative skills
pre/post test assessment

6
4
2 Pre-Test Skill Score
0 Count up the #of 1’s
# of 1's
ce ce or
e Post-Test Skill Score
la an la an Sc Count up the #of 1’s
cB ic
B
Ra
w
tati am
S n
Dy
Stability skills
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 terms of the locomotor scores, Jackson’s raw total went up by one. His slight improvement in
this area for the posttest can be attributed to the fact that he missed one of the testing days so
we had to kind of cram a lot of the skills in one day so he kind of became lackluster when doing
some of the skills. Which is understandable for a kid his age as I’ve seen him do some of these
skills before at a much better skill level.
In terms of the manipulative scores, Jackson doubled his raw score. Which is very impressive,
the skill that most impressed me was kicking as he went up 6 points, I think this could be
attributed to him also practicing outside of class with his soccer team as he improved a lot with
this skill.
Jackson’s score went down by one in the stability portion, but that was because he was
grabbing onto the teacher during the video so I technically could not grade him for what he was
doing because one of the teachers were guiding him. I have seen him go across the beams
before by himself with little to no assistance. But I feel that he kind of doubts himself to
whether or not he could try it himself. As I one time noticed that he got down on himself
because he could not complete one of the skills. To see that in a kid that age surprised me
because usually kids of that age are just all about fun. So I explained to him that success comes
with a whole bunch of failure, that’s why he should not get down on himself because it takes
practice to be good at something.
4. From your experiences, provide three activities / pieces of advice to give to the parent that
could help the child improve.
In terms of helping Jackson improve with dribbling, I would have him try to bounce the ball with
two hands than catch it. Than as he becomes more comfortable make it two dribbles than
catch, than three dribbles than catch. Keep on adding more dribbles until he feels comfortable
dribbling with one hand. Than from there try dribbling with one hand, than catch the ball after
a dribble. Just like with the two handed dribble keep on adding another dribble to the drill until
he feels comfortable dribbling at a consistent rate.
To help Jackson underhand throw, one thing to help him out would be to have a catch with him
and to focus on the cues of underhand throwing such as “step forward” and “swing- tick tock”.
I think the swing-tick tock is most important for him as he does not really bring his arm back
when he throws it underhand.
One skill that I noticed that Jackson was very good with, but he lack confidence at times with
was dynamic balance. He would at times hold onto the teacher on the beam, while other times
he was able to go across it himself. One thing that could help this is to have him just walk in a
straight line while looking forward. It may not be above the ground like a regular beam, but it
will help him as this skill should help translate into increased confidence when he goes on a
low/ high beam.
5. What do you think you could have done different to help the child progress during the class?
Be specific.
In terms of what could have been done differently to help the child progress during the class, I
would say that you should not let Jackson get too comfortable with you. I say this because at
the beginning of the class he was a good listener and always did what he was supposed too.
But, as he became more comfortable with me and the other teachers in my group, he became
prone to acting out and not staying on task. Now, I am not saying that future teachers should
be strict with him. But, just try to keep him on task. Another thing I noticed was that he tends
to act out when he was not participating in the drill while waiting for his turn. That being said,
try to keep him active.
6. Create your parent letter highlighting your analysis (See example) and attach the letter to this
assignment.
12/3/18
Movement Education
To the parents/ guardian of Jackson
My name is Timothy Leighton, and I had the pleasure of teaching Jackson during this
semester. It was an absolute delight to work with your son during the Movement and Literacy
Program. Jackson is a very kind and polite child who loves being active. He was always the kid
in his group that supplied the energy with his enthusiasm. Throughout the semester we worked
on different locomotor and object control skills. We assessed these skills using the gross motor
assessment. We used this assessment tool in both a pre-assessment and a post-assessment to see
how your son progressed. The stability skills included tasks that worked on static and dynamic
balance. Locomotor skills we assessed included running, galloping, hopping, leaping, jumping
and slide. The object control or manipulative skills we assessed included striking, dribbling,
catching, kicking, throwing overhand and rolling.
I am happy to inform you that Jackson made great progress in stability, locomotor and
manipulative skills. We used different performance criteria to break down each skill. This
allows us to see what Jackson's strengths are and what he still needs to work on. For the
locomotor skills Jackson made improvements throughout the semester. Leaping was one skill
we really focused on, as he improved tremendously in regards to that skill. Jackson now is able
to move his body in the correct motion before he leaps, as he was confused with running and
leaping before this class. He can also take off on one foot and land on the other now. One thing
you can continue to work on with Jackson is having him extend his legs out when he leaps in the
air. Jackson loves leaping now, as he feels like he is flying in the air for a second! For the skills
of the run, gallop and hop Jackson is starting to perform areas of the skill correctly. With more
practice he will improve. We also spent a great deal of time working on object control skills.
Jackson really enjoyed exploring different objects including the easy ball, balloons, cubes, etc.
One of the skills we worked with a lot was kicking. According to the post-assessment results on
the TGMD-2 Jackson shows a steady approach before he kicks the ball. He can now kicks the
ball using his toe. I must say that Jackson’s enthusiasm towards the sport of soccer can be
attributed to his improvement with kicking. When practicing at home have Jackson practice a
steady approach, while trying to practice the “leap- kick- hop” approach when he kicks the ball.
For the overhand throw and roll Jackson uses the right foot to step with when he executes those
skills. Working on continually following through when executing those skills will come with
practice. Overall, Jackson has made tremendous progress in both object control and locomotor
skills.
I am very pleased with how Jackson did throughout his time in the Movement Literacy
Program. He is a great student as he always comes with great energy, ready to participate in
class. 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 @ ( timothy.leighton@cortland.edu.)
Sincerely,
Timothy Leighton
Signature
Tim Leighton, 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 3rd, 2018

Dear Teacher candidate participating in the PED 321 Movement Literacy Program
Movement Education is a unique experience for both teacher candidates, and students.
This class allows Physical Education Teacher Candidates to work with the kids at the day care,
held here at Suny Cortland. This opportunity is unique and a privilege for us Physical Education
Teacher Candidates. So it is important to take this opportunity very seriously and to uphold the
reputation of this program. Some ways that you can do this is by dressing professionally,
applying your in class knowledge to your teaching, and by coming in everyday ready to work
towards becoming a better teacher.
This year I had the opportunity to work with Jackson. I was able to assess Jackson at the
beginning and end of this semester for his pre assessment test and his post assessment test.
Jackson came in with the proper energy and mindset to improve his skills. He was able to
improve in every aspect of the FMS skills. His biggest improvement was with manipulative
skills. While he showed a gradual improvement with his locomotor and stability skills, biggest
improvement was with kicking. This can be attributed to him playing soccer outside of the
program with his team. In terms of helping Jackson’s progress for the class I have some tips in
regards to dealing with him. I would say that you should not let Jackson get too comfortable with
you. I say this because at the beginning of the class he was a good listener and always did what
he was supposed too. But, as he became more comfortable with me and the other teachers in my
group, he became prone to acting out and not staying on task. Now, I am not saying that you
should be strict with him. But, just try to keep him on task. Another thing I noticed was that he
tends to act out when he was not participating in the drill while waiting for his turn. That being
said, try to keep him active and if he decides to act out than take the “back to wall” teaching
approach. You may not know what that approach is while reading this. But, you will learn it in
321!
Good luck working with Jackson as I hope you will enjoy his enthusiasm to learn like I did!
Sincerely,
Timothy Leighton
Assessment of gross motor skills Child: ___Jackson____________________
Locomotor - Run Pre Post
Trial
Materials/Directions Skill Criteria: Trial 1 2 Trial 1 Trial 2
Brief period where both feet are off of the ground 1 0 1 1
Arms in opposition to legs, elbows bent 1 1 0 0
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) 1 0 0 0
Elementary Elementary
Motor Stage stage 2 stage two
Locomotor- Gallop Pre Post
Trial
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 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
from one cone to the Brief period where both of the feet are off the ground 1 1 0 0
other, stop and repeat. 2 Arms bent and lifted to waist level 0 0 0 0
trials, video both from side Able to lead with the right and left foot 0 0 0 0
view
Motor Stage Initial initial
Locomotor- Hop Pre Post
Trial
Foot of nonsupport leg is bent and carried in back of body - - 0 0
Child will hop 4 times on

Nonsupport leg swings in pendulum fashion to produce force - - 0 0
his/her preferred foot Arms bent at elbows and swing forward on take off - - 0 0
(establish this before testing).
Takes off and lands three consecutive time on preferred foot _ - 1 1
Repeat on 2nd trial. Front view
video Takes off and lands three consecutive time on non-preferred No
foot - - No video video
Motor Stage No video intitial
Locomotor- Leap Pre Post
Trial
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 1 0
students to run and leap over
the bean bag. Video tape a Forward reach with arm opposite lead foot 0 0 0 0
side and front view Elementary
Motor Stage initial stage 2
Locomotor- Jump Pre Post
Trial
Preparatory movement includes flexion of both knees with arms
extended behind the body 0 0 0 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 0 0 0
child to jump far. Repeat.
Video front and side view Take off and land on both feet simultaneously 1 1 1 1
Arms are brought downward during landing 0 0 0 0
Motor Stage Initial initial
Locomotor- Slide Pre Post
Trial
Place 2 cones 25 feet apart on Body turned sideways so shoulders are aligned with the line on
a straight line. Tell the child to
the floor 0 0 1 0
slide from one cone to the
A step sideways with lead foot followed by a slide of the trailing
other cone. Side view for video
foot to a point next to the lead foot 1 0 0 0
A minimum of four continuous step-slide cycles to the right 1 0 0 0
A minimum of four continuous step-slide cycles to the left 0 No 1 0
video
Motor Stage initial intitial
Locomotor- Skip Pre Post
Trial
Place 2 cones 30 feet apart. A step forward followed by a hop on the same foot - - 0 0
Mark of two lines. Tell the child
Arms are flexed and move in opposition to legs to produce force - - 0 0
to skip from one cone to the
other. Front and side view Completes 4 continuous rhythmical alternating skips - - 0 0
video
Motor Stage No video initial
Manipulative - Strike long implement Pre Post
Trial Trial
Materials/Directions Skill Criteria: Trial 1 2 Trial 1 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 0 1 1
Tell child to hit ball hard Hips and shoulder rotation during swing 1 1 0 0
and straight ahead with Transfers body weight to front foot 1 1 0 1
bat. Video tape front and
Bat contacts ball 1 1 1 0
side view
Elementary Elementary
Motor Stage stage 2 stage 2
Manipulative - Catch Pre Post
Trial
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 0 0 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 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. Elementary Elementary
Front and side view video Motor Stage stage 2 stage 3
Manipulative- Kick Pre Post
Trial
Mark off 1 line about 20 feet Rapid continuous approach to the ball 0 0 1 1
from wall and second line 8 An elongated stride or leap immediately prior to ball contact 0 0 0 0
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 0 0 1 1
run up and kick hard towards
Elementary
wall. Front and side view
Manipulative - Underhand Throw Pre Post
Trial
Preferred hand swings down and back reaching behind the
Attach a piece of tape on the trunk 0 0 0 0
floor 15 feet from wall. Child
stand behind tape line facing Steps forward with the foot opposite the throwing hand 1 1 0 0
wall. Tell child to throw ball Ball is tossed forward hitting the wall without a bounce 0 0 0 0
hard underhand at wall. View
and side view video Hand follows through after ball release to chest level 0 0 0 0
Motor Stage elementary initial
Manipulative-Overhand Throw Pre Post
Trial
Windup is initiated with downward movement of hand/arm 0 0 0 0
Rotates hip and shoulders to a point where the non-throwing
Attach a piece of tape on the side faces the wall 0 0 1 1
floor 20 feet from wall. Child
Weight is transferred by stepping with the foot opposite the
stand behind tape line facing
wall. Tell child to throw ball throwing hand 0 0 1 1
hard at wall. View and side Follow-through beyond ball release diagonally across the body
view video toward the non-preferred side 0 0 0 0
Elementary
Manipulative - Roll Pre Post
Trial Trial
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 1 0 1 1
feet from wall, tell the child to Bends knees to lower body 0 0 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
inches high 0 0 0 0
and side view
Elementary
Manipulative - Dribble Pre Post
Trial Trial
Contacts ball with one hand at about belt level 0 0 0 0
Child will dribble a 8-10 inch Pushes ball with fingertips (not a slap) 0 0 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 0 0 0 0
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 0 0 0
Motor Stage initial initial
Stability - Static Pre Post
L
Materials/Directions Skill Criteria: R leg L leg R leg leg
Use poly spot for child to stand Maintains a steady balance - - 0 0
on. Ask the child to lift up one Adjusts body to maintains balance - - 0 0
leg and count to 5 and put leg
down. On second trial, child Eyes forward - - 1 1
lifts other leg and holds it for 5 Can hold for 5 seconds while maintaining balance - - 1 1
seconds and puts it back Elementary stage
down. Video twice front view.
Motor Stage No video two
Stability - Dynamic Pre Post
Materials/Directions Skill Criteria: Low beam High beam Low beam High beam
Maintains a steady balance 0 0 1 1
Child walks on low balance
Adjusts body to maintains balance 0 1 0 0
beam without assistance, then
high beam without assistance. Eyes forward 0 0 0 0
Assistance for getting on the
Uses arms for balance 0 1 0 0
beam is ok. Front view videos
of both trials Can cross the beam without falling off 0 1 0 0
Motor Stage Elementary initial

Ped 321 Pre Post Analysis of Gross Motor Skills

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Pre & Post Test Analysis of Gross Motor Skills

Name child: Jackson Name Evaluator: Timothy Leighton

1. Complete the TGMD-2 modified assessment sheet

Object Control Subtest

Underhand Throw 2/8 0/8

Overhand Throw 0/8 4/8

Roll 1/8 6/8

Dribble 0/8 0/8

Raw Total Score (sum of all subscores) 13 26

Dynamic Balance 3/10 2/10

4 the #of 1’s

pre/ post test assessment

Pre-Test Skill Score Count up

pre/post test assessment

December 3rd, 2018

Child will hop 4 times on

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