SUNY CORTLAND MOTOR DEVELOPMENT LAB Lab 4-Dr.

Madden Fall 2013 Kicking/Locomotor Lab Anthony Accetturi Name: _________________________________ 3/19/14 Date: ______________

Todays lab will allow you to observe and assess the skill of kicking and some locomotor skills. Keep space and safety issues in mind as you have the children perform the lab activities. Schedule: a. Task one - reflection b. Task two - Kicking assessment c. Task three - Locomotor assessment TASK ONE REFLECTION 1. Consider the activities/games that you have utilized so far during our labs. Were they appropriate for the students at Homer/Smith? Why or why not? The games used in our activities were developmentally appropriate for the children at Smith because we used small-sided games or one on one play and not full-sided games. All of the students are in the Fundamental phase of movement and therefore require less emphasis on actual gameplay and more emphasis on the individual skills that are needed to play in those games. For example we used a soccer game where the object was just to score on a goal between two cones of varying lengths apart. This skill helps students gain control of their kicking so that they are more accurate and more under control when kicking a ball.

2. What might be some limitations to games or activities when using them in the process of assessing motor skills? Because the students are in the Fundamental movement phase of motor development, the students should not be participating in fullsided games. This also provides challenges for the observers to assess the skills of a particular student because the observer had more students to look at and more skills to assess at a time rather than having a modified game or activity where only a couple of students are participating.

TASK TWO - Kicking Checklist Josh Childs Name: ___________________________________________ 3/19/14 Date: _________________

Your task for this station is to qualitatively assess the students ability to perform the skill of kicking (using a foam soccer ball) using the following criteria for kicking from Gallahue (1998). For part A, have the children kick towards a wall or bleachers, for part B, have the children attempt to kick and score through a four foot across goal. Ensure that you allow for enough space to account for the rebound of the kicked ball while maximizing participation. Keep the environment as stable as possible
A. Initial stage. 1. Movements are restricted during kicking action. 2. Trunk remains erect. 3. Arms are used to maintain balance. 4. Movement of kicking leg is limited in back swing. 5. Forward swing is short: there is little follow-through. 6. Child kicks "at" ball (not kicking squarely and following through). 7. A pushing rather than a striking action is predominant. B. Elementary stage. l. Preparatory back swing is centered at the knee. 2. Kicking leg tends to remain bent throughout the kick. 3. Follow-through is limited to forward movement of the knee. 4. One or more deliberate steps are taken toward the ball. C. Mature stage. l. Arms swing in opposition to each other during kicking action. 2. Trunk bends at waist during follow-through. 3. Movement of kicking leg is initiated at the hip. 4. Support leg bends slightly on contact. 5. Length of leg swing increases. 6. Follow-through is high. 7. Approach to the ball is from either a run or leap.

A. Kicking towards an open area (wall, bleachers or to an open space outdoors)

Observation number

Initial Stage

Elementary Stage

X X

Mature Stage

B. Kicking towards a goal created by two cones set two feet apart

Observation number

X Initial Stage

Elementary Stage

Mature Stage

Questions for Task two: 1. Do you think the use of the task of kicking towards a wall (bleacher, etc.) allowed for an honest assessment of kicking ability? Why/why not? Do you feel that kicking towards a goal allowed for an honest assessment of kicking ability? Why/why not? Make sure to refer to the course text book to support answer. I believe that for a more honest assessment of kicking at the fundamental movement phase that a wall should be used. This is because the students in the emerging elementary level of kicking students as still learning how to control their movements and are not kicking with full control yet. A student who is at the proficient level of kicking might be able to use a goal but that is only if they can demonstrate the proficient movements along with being accurate. If they regress back to emerging elementary stage to be more accurate then the student is not learning the proper way to kick yet still being rewarded by getting a goal. This is why a student should be assessed by kicking at a wall so that the student can focus more on the fundamental movements rather than focusing on the results.

2. Could an open environment or game-like activity impact the developmental level of the observed kick? Why? Make sure to refer to the course text book to support answer. An open environment or game-like activity can impact the developmental level of the kick because when movement is added a new level of control and awareness is required for the students to be able to perform the skill. For example if a student was to stand still and kick it would be easier than if a student were to move with the ball then gain control of the ball and kick. This is why students who are not yet at least at the proficient stage in a skill have a harder time doing open activities because they do not have the control skills that a student has who is at the proficient stage of motor development. An open skill can also cause some regression in the movement patterns of a skill because open activities are more challenging and in order to get results, the student might regress in their movements and simplify them in order to achieve the results.

TASK THREE: MOTOR DEVELOPMENT LAB-Locomotor Skills Assessment

TGMD-2: Test for Gross Motor Development- Second Edition- Revised Danika 1 Name of Student:____________________________________ Grade:__________ Y Check if male _______ or female_______

7 Age: ___________

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. During a game or activity, watch a student jump. Tell the student to jump as far as they can.

Performance Criteria
1. 2. 3. 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.

Trial 1
Y Y N N Y Y Y Y N N Y

Trial 2
Y Y N N Y Y Y Y N N Y

2. Horizontal Jump

Use a clear space

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.