SUNY CORTLAND MOTOR DEVELOPMENT LAB PED 201 Professor Yang Lab 4 - Object Control

Name: _Kendra Skinner______________________________ Date: __3/26/12________ Tasks A. To observe the interaction between Cortland students and St. Marys students. B. Complete Observation and Reflection from Task A Worksheet. C. Complete Chart (TGMD-2) Overhand and Catching Checklist. D. Complete Chart (Gallahue Checklist) on Overhand Throw. (If time permits) TASK A OBSERVATION/REFLECTION
1.

Lab Group Day and #: Monday S.P.

Reflecting on your experience so far at St Marys, what do you think have been some difficulties or challenges you have faced? Consider all areas environment, children, etc.

So far in your experiences at St Marys has been very enjoyable. As with all experiences comes challenges that must be faced. This includes our time teaching at St. Marys school. Some challenges we have faced has occurred in the environment. Our first day all planned to teach, had to undergo immediate modification upon our arrival to St. Marys. Our day was planned for inside the cafeteria, but we had to adjust to the change of environment as it was a beautiful day outside and the school spent the cafeteria time outside on the playground instead. A more common challenge if not the hardest challenges includes the children themselves. There are multiple factors when it comes to children and chal lenges. First off is the childrens involvement in the games and activities. As a physical education major I like to encourage all to get up and join in the fun, but that is not always the case. A lot f the times students lose interest in the activity and just want to spend times with the friends and watch whats going on around them instead. Another children evoked challenge would be working around their range of skill levels. With the participants in activities ranging from 1st-5th graders one must plan ahead efficient activities to ensure the maximum involvement possible from all age groups. Lastly one other factor that is a challenge with teaching children is receiving affection from the children. Sometimes hugs are received and a hand is grabbed for attention. The children love getting attention and they are all so excited to show off what they can do.

2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?
We were able to take advantage of being outside in comparison to being inside the cafeteria. With more room we had more room to run. So naturally a game of tag developed between the older boy students and my group and I. When addressing the challenges faced with children there is always a solution. Involvement is sometimes tricky because it is an afterschool program and sometimes the kids just want to relax after a long day at school. That is completely understandable. My solution to this challenge is to introduce myself to these sideline students and try to engage them to join in the activity with me. If this is a no go, then I try to pursue what they are involving themselves in. That way I am still able to interact with the students. By using this method I am participating in something they want to do now, and later they will participate in something that I have planned. Thus we end up participating in each other activities. When planning activities for such a wide ranged age group we have to plan ahead. It is crucial to take into consideration of the difficulty of the task so that the young participants dong get discouraged and quit, but also consider the challenge for the older kids involved so that they dont get bored and quit the activity. Taking in these considerations helps increase student i nvolvement as well. Then when facing the challenge of affection from the children just a reminder has to be given to them about keeping the hands to themselves. The students are not going to suddenly hate you for denying a hug, they just need a reminder to keep their hands to themselves. Even a supplemental high five instead of the hug is an effective solution and a positive way of encouragement.

MOTOR DEVELOPMENT LAB- Object Control Skills

TGMD-2: Test for Gross Motor Development- Second Edition- Revised Name of Students (first names only):____Jill______/____Joe________ Gender: ___f____/____m____ Skill Materials Directions Grades:__1___/__k___ Ages: __6___/___5_

Performance Criteria A downward arc of the throwing arm initiates the windup.

Child 1 f Yes

Child 2 m Yes

1. Overhand Use a clear During a game or activity, watch a 1. Throw space, you can student throw. Tell the student to use a variety of throw the ball as best as they can. yarn balls, tennis balls, etc.
2.

Rotation of hip and shoulder to a point where nondominant side faces an imaginary target. Weight is transferred by stepping with the foot opposite the throwing hand.

No No

No No Yes Yes

3.

4.

Follow-through beyond ball release diagonally across No body toward side opposite throwing arm.

2. Catch

Use a clear space, you can use a sponge ball or something soft depending on the individual.

During a game or activity, watch a 1. Preparation phase where elbows are flexed and hands Yes student catch. are in front of the body. Try tossing the ball underhand directly to the student with a slight arc and tell him/her to catch it with your hands. Only count those tosses that are between the students shoulders and waist.
2. 3. 4.

Arms extend in preparation for ball contact. Ball is caught and controlled by hands only. Elbows bend to absorb force.

Yes No Yes

No Yes Yes

Lab 4 Object Control Lab Jill/ Joe Overhand Throw Checklist Childs Name:_____________________________________________ Date: _________________ Your task for this station is to qualitatively assess the students ability to perform the overhand throw using the following criteria based on Gallahue (1998):
A. Initial stage. l. Action mainly from elbow. 2. Elbow remains in front of body; a push. 3. Follow-through - forward and downward. 4. Feet remain stationary.

B. Elementary stage. 1. Arm is swung forward, high over shoulder. 2. Shoulders rotate toward throwing side. 3. Trunk flexes forward with forward motion of arm. 4. Definite forward shift of body weight. 5. Steps forward with leg on same side as throwing arm.

C. Mature stage. 1. Arm is swung backward in preparation. 2. Opposite elbow is raised for balance as a preparatory action in the throwing arm.

3. Definite rotation through hips, legs, spine, and shoulders during throw. 4. As weight is shifted, there is a step with opposite foot.

Task one have the students throw a different size ball during a game, record three observations of their throw. Observation number (M) Initial Stage Elementary Stage Mature Stage Task two have the students throw a heavier or lighter ball during a game, record three observations of their throw. Observation number (F) Initial Stage Elementary Stage Mature Stage X X 1 2 3 X X X X 1 2 3