SUNY CORTLAND MOTOR DEVELOPMENT LAB Spring 14 Dr. Madden Locomotor Lab 5a Name: Anthony Accetturi Tasks A.

. To observe the interaction between elementary students. B. Locomotor Skills Assessment TGMD 2 Worksheet. TASK A OBSERVATION/REFLECTION Observe the interaction between students. 1. Observe the Homer/Smith 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, Leap, Jump, SlideSee Ch. 12) from fundamental movement skills and (initial to mature) movement patterns. Explain WHY you think some students move better than others. Use theory and principles to explain your response. Of the students that I observed at Smith school I noticed that students who were younger had trouble doing skills that required more balance such as hopping and leaping. One of the students that this was evident in was Josh. He could run at almost a mature level and could jump at a mature level but he could not leap and go from one foot to the other. He kept on losing his balance and used his arms as a stabilizer instead of a means to obtain more force. He was in the beginning part of the emerging elementary stage because he was slow to act and thought a lot about his actions before he did them. Hoping was similar in that he was in the emerging elementary stage because he could not keep his balance hopping. He could hop and then he would have to gather himself with his arms in order to hop again and regain his balance. The older students like Grace and Brady were mature in all of these patterns and had no trouble with balance so they could use their arms to generate more force and jump higher, or farther. Date: 4/2/14 Lab Group Day and #: Wednesday #1

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? How are you and your group members improving? What do you still need to work on? If so, why? Some of the effective teaching strategies that I observed were a very hands on approach when teaching the overhand throw. The student was focused a lot on his arm and was not using his legs at all to throw the ball. In order to have the student throw correctly the instructor demonstrated the transfer of weight needed with the legs to create a powerful throw and explained the importance that the legs had in the power behind a throw. The student tried using his legs more and was gradually successful to a certain extent and started throwing with a little windup instead of just a contralateral step. A one on one approach is more important than teaching to a group because it makes it easier for the students to grasp the skill when only one person is teaching them and the student only has to look at that one person. Our group is improving by keeping control of the kids while still allowing them to have fun. We still do need to improve on our overall approach to the lesson plans to have them run more smoothly. 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.

Skill 1. Run

Materials Use a clear space

Directions During a game or activity, watch a student run. They may not run as fast as they can or for a long period of time due to space but do your best.

Performance Criteria 1. 2. 3. 4. Brief period where both feet are off the ground. Arms in opposition to legs, elbow bent. Foot placement near or on a line (not flat footed). Nonsupport leg bent approximately 90 degrees (close to buttocks).

Child 1 Y Y Y Y Y

Child 2 Y Y Y N Y

2. Gallop Use a clear space

During a game or activity, watch a student gallop. Tell the student

1. A step forward with the lead foot followed by a step with the trailing foot to a position adjacent to or behind the lead foot.

to gallop leading with one foot and then the other.

2. Brief period where both feet are off the ground. 3. Arms bent and lifted to waist level. 4. Able to lead with the right and left foot.

Y Y Y Y Y Y Y

Y N N N Y Y N

3. Hop

Use a clear space

During a game or activity, watch a student hop. Ask the student to hop first on one foot and then on the other foot.

1. Foot for nonsupport leg is bent and carried in back of the body. 2. Nonsupport leg swings in pendular fashion to produce force. 3. Arms bent at elbows and swing forward on take off. 4. Able to hop on the right and left foot.

Name of Students (first names only): Brady /Josh

Grades: /

Ages: 8/6

Genders: M/M

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. Skill 1. Leap Materials Use a clear space Directions During a game or activity, watch a student leap. Tell the student to take large steps leaping from one foot to the other foot. Performance Criteria 1. 2. 3. 2. Use a clear Horizontal space Jump During a game or activity, watch a student jump. Tell the student to jump as far as they can. Take off on one foot and land on the opposite foot. A period where both feet are off the ground (longer than running). Forward reach with arm opposite the lead foot. Child 1 Y Y Y Y Y Child 2 N Y Y Y Y

1. Preparatory movement includes flexion of both arms and knees with arms extended behind the body. 2. Arms extend forcefully forward and upward, reaching full extension above the head.

3. Take off and land on both feet simultaneously. 4. Arms are brought downward during landing. 3. Slide Use a clear space During a game or activity, watch a student slide. Ask the student to slide facing the same direction. 1. Body turned sideways to desired direction of travel. 2. A step sideways followed by a slide of the trailing foot to a point next to the lead foot. 3. A short period where both feet are off the floor. 4. Able to slide to the right and to the left side.

Y Y Y Y Y Y

Y Y Y Y N N