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Pre & Post Test Analysis of Gross Motor Skills

Name child: ____Eli_____________________ Name Evaluator: ____Alex Fisher__________________

1. Complete the TGMD-2 modified assessment sheet

Assessment of gross motor skills Child: ________________________

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

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

Motor Stage  - -  -  - 
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   N/A   N/A   N/A   N/A
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)  N/A N/A   N/A    N/A
students to run and leap over Forward reach with arm opposite lead foot   N/A   N/A   N/A   N/A
the bean bag. Video tape a
side and front view

Motor Stage  -  -  -  -
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   N/A   N/A
child to jump far. Repeat.
Arms extended forcefully forward and upward, reaching full
Video front and side view
extension above head  0  1   N/A   N/A
Take off and land on both feet simultaneously  1 1    N/A   N/A
Arms are brought downward during landing  0  1   N/A   N/A
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Motor Stage  I  E2  - - 

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  N/A N/A    N/A   N/A
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   N/A   N/A   N/A   N/A
slide from one cone to the
other cone. Side view for video A minimum of four continuous step-slide cycles to the right   N/A   N/A   N/A   N/A
A minimum of four continuous step-slide cycles to the left   N/A   N/A   N/A   N/A
Motor Stage  - -  -  - 
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  N/A N/A    N/A   N/A
Mark of two lines. Tell the child
Arms are flexed and move in opposition to legs to produce force   N/A   N/A   N/A   N/A
to skip from one cone to the
other. Front and side view Completes 4 continuous rhythmical alternating skips   N/A   N/A   N/A   N/A
video
Motor Stage -  -  -  - 
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   N/A   N/A   N/A   N/A
4 inch plastic ball on Non-preferred side of body faces imaginary tosser with feet
batting tee at waist level. parallel  N/A N/A N/A  N/A 
Tell child to hit ball hard
Hips and shoulder rotation during swing   N/A   N/A   N/A   N/A
and straight ahead with
bat. Video tape front and Transfers body weight to front foot   N/A   N/A   N/A   N/A
side view Bat contacts ball   N/A   N/A   N/A   N/A
Motor Stage  -  -  -  -
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  N/A   N/A   N/A
and the tosser on the other.
Toss 4 inch ball underhand to Arms extend while reaching for the ball as it arrives  1   N/A   N/A   N/A
chest area. Tell the child to Ball is caught by hands only  1   N/A   N/A   N/A
catch with 2 hands. Only count
a trial if ball is near chest.
Front and side view video Motor Stage  E4  -  -  -
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  0  0   N/A   N/A
from wall and second line 8 An elongated stride or leap immediately prior to ball contact  0  0   N/A   N/A
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   N/A   N/A
closest to wall. Tell the child to Kicks ball with instep of preferred foot or toe  0  1   N/A   N/A
run up and kick hard towards
wall. Front and side view
Motor Stage  I  E2    
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  N/A  1  1
floor 15 feet from wall. Child
Steps forward with the foot opposite the throwing hand  0   N/A  0  0
stand behind tape line facing
wall. Tell child to throw ball Ball is tossed forward hitting the wall without a bounce  1   N/A  1  1
hard underhand at wall. View Hand follows through after ball release to chest level  1   N/A  0  1
and side view video
Motor Stage  I -  I  I 
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   N/A   N/A   N/A   N/A
floor 20 feet from wall. Child
stand behind tape line facing Rotates hip and shoulders to a point where the non-throwing  N/A N/A    N/A   N/A
side faces the wall
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Weight is transferred by stepping with the foot opposite the

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

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 0/4 0% N/A

Gallop N/A N/A N/A
Hop N/A N/A N/A
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Leap N/A N/A N/A

Horizontal Jump 4/8 50% N/A
Slide N/A N/A N/A
Skip N/A N/A N/A
Raw total score (sum of all subscores) 4/12 , 33% N/A

Object Control Subtest

Skills Pre-Test Post-Test
Total score and % Total score and %
Striking long handed N/A N/A N/A
Catch 3/3 100% N/A N/A
Kick 1/8 12.5% N/A N/A

Underhand Throw 2/4 50% 6/8 75%

Overhand Throw N/A N/A N/A N/A

Roll 0/8 0% N/A N/A

Dribble N/A N/A N/A N/A

Raw Total Score (sum of all subscores) 6/23 , 26% 6/8 75%

Stability Subtest
Skills Pre-Test Skill Score Post-Test Skill Score
Total score and % Total score and %
Static Balance 6/8 75% 5/8 62.5%

Dynamic Balance 6/10 60% NA N/A

Raw Total Scores (Sum) 12/18 66.6% 5/8 62.5%
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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.

Locomotor Skills
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Run Gallop Hop Leap Horizontal Slide Skip
Jump

Pre-Test Total % Post-Test Total %

 *Run has a pretest but the score was 0. **

 Gallop, Hop, Leap, Slide, and Skip have no information. **

Object Control
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Striking Catch Kick Underhand Overhand Roll Dribble
long handed Throw Throw

Pre-Test Total % Post-Test Total %

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 Striking Long, Dribbling, and Overhand throwing have no information. *

 Catching and Kicking had no post-test. **
 Rolling scored 0 on the pretest and has no information on the post-test. ***

Stability
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Static Balance Dynamic Balance

Pre-Test Total % Post-Test Total %

 Dynamic Balance had no post-test. **

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.

A. Locomotor

Skill Qualitative analysis Suggestions for tasks at home

Run Eli runs heel toe and swings his arms while he runs. 1. Run while pumping his arms back and forth.
His elbows need to be a little bit more bent. Eli’s
trunk is slightly leans forward.
2. Run while stepping on tippy toes.

Gallop Galloping is a smooth rhythmical jump making sure
their child’s trail leg does not cross in front of their
lead leg. Hips are also orientated forward. Feet
remain close to the ground throughout the skill. Arms
swing to create momentum.
Hop Hopping is on one foot. The nonsupport leg pumps
forward and backwards to create momentum. Body
leans forward and arms help to create lift.
Leap Run followed by a jump off one leg. In mid air legs
are fully extended and arms are extended opposite
1. Have child travel in a line encouraging the student to
keep his lead leg in front of his trail leg.
2. Put stickers on the dominate heal and the trail leg toe to
encourage and have the child make them touch. This will
encourage them to not cross legs.
1. Hop off one foot and land with two feet inside of a
hoola-hoop.
2. Hop continuously 3-5 times on dominate leg in a self
space.
1. Run forward with quick small steps then one giant step
and land on two feet.
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of leg. (ex. Left leg forward, right arm forward). If you
take off your left foot you must land on your right
foot.
Jump Eli is able to jump and land on both feet. On take off
he extends his arms as high as he can and when he
lands he brings his arms down to brace impact.
Slide Sliding is a smooth rhythmical movement while
facing sideways in the direction of movement. Feet
remain close to the ground and arms swing to a
beat. Trail leg does not cross in front of lead leg.
Skip Skipping is when you jump off your trail leg and land
on your trail leg. But your lead leg is in front of you at
a 90 degree angle. Your arms are in opposition to
your legs.
B. Manipulative / Object Control
Skill Qualitative analysis
Strike with Striking is when you rotate your hips, shift your
long weight from back to front and swing in a horizontal
implement plane. You must step contralaterally and roll over
your wrist on the follow through.
Catch Eli is able to keep his eyes on the ball the entire
time and occasionally catch the ball with only his
hands. Eli has his arms out extended and is
prepared for the ball.
Kick Eli is able to swing his leg back, contact the ball and
follow through with his kick. He doesn’t not push the
ball with his foot. He also leans into his kick which
helps with power.
Underhan When throwing Eli brings the ball back behind his
d Throw trunk and throws the ball towards the wall/bucket.
The ball occasionally is released above his chest.
2. Have the child leap forward over a line on the floor.
1. Jump over a small box or noodle while stressing the
arm swing before the jump.
2. Jump off a small box into a hoola hoop to stress a
controlled landing.
1. Travel facing forward, backwards and sideways.
2. Have your child travel slowly on a line side stepping.
Remember the cue open and close.
1. March with high knees in a self-space.
2. Step-hop pattern slowly alternating in a self-space.
Suggestions for tasks at home
1. Strike a balloon or light ball with a paddle towards a
target at the wall.
2. Strike a light ball off a tee with a pool noodle or light
object.
1. Toss and catch a large ball at different levels.
2. Toss and catch a large ball while walking.
1. Kick a stationary ball to a target with varying parts of
the foot.
2. Kick a stationary ball while slowly approaching the ball
and aim for the target at the wall.
1. Kneeling underhand throw to target of varying
distances (near,far)
2. Have child in a stride stance and have them swing their
arm back and forth (transfer weight)
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Overhand Overhand throw is when you have your side to your 1. Throw a snowball at home
Throw target, your weight shifts back to front and your arm
follow throughs down and across.
2. Throw a light ball at a target at a wall.

Roll a ball Eli manages to keep his eyes on target but needs to 1. While kneeling roll a ball to a partner/parent.
work on bringing the ball back and following
through. He also needs to work on getting low to the
ground. 2. While kneeling roll a ball between 2 objects (ex: shoes)

Dribble a Dribbling is with your fingertips and in a slightly 1. dribble a ball two times without catching the ball.
ball with crouched bent over position. The ball is pushed
hand rather than slapped with the hand.
2. Dribble a ball continuously while staying in a self
space.

C. Balance

Skill Qualitative analysis Suggestions for tasks at home

Static Eli is able to adjust body to maintain balance and he
Balance always keep his eyes forward. He can maintain
balance for 5 seconds on his dominate leg but not
his non dominate leg.
Dynamic Eli is able to maintain balance while using alternative
Balance stepping. He uses arms to maintain balance but as
the beam gets higher he tends to lose his balance
more. Occasionally he can make it across the high
beam without support.
1. Balance on non dominate leg with support for 5
seconds.
2. Balance on non-dominate leg with bean bags on body
parts.
1. Walk across narrow beam with bean bags on the
shoulder. (use support if needed)
2. Walk across narrow beam while stepping over bean
bags. (use support if needed)

5. What do you think you, as a teacher could have done differently to help the child progress during the class? Be
specific.

I believe that more one on one time would be beneficial to the students rather than one teacher focusing
on 4-5 students at one time. I understand that’s not how the program works but realistically that’s one way to help
the child progress. Personally, I believe that if I used cues from the beginning the child would have developed a
little bit faster or have gotten through a skill faster. Also throughout the semester I realized that continuously
checking for understanding really engraves what you are trying teach them into their heads. One day I checked
for understand multiple times and by the end of the lesson the students responded immediately when I asked
them the same question from the beginning. Another thing that would have helped the child progress during the
class is visual aids. If I brought in visual aids every time then the child would have been able to get a still and a
moving image of what they need to do for that skill. I also believe that I didn’t bring 100% to the table every day. If
I was at a 100% enthusiasm every class then the students would have been at 110% enthusiasm and they would
have had more fun participating. One last thing that I as a teacher could have done better was making the
stations interesting, If my stations were interesting from the beginning then the students would have been able to
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get a head start on all their fundamental movement skills. If the student were more happy to be at the station then
maybe they would have given the activity or task more effort.

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.

Dear Parents of Eli,

Hello, my name is Alex Fisher and I was observing your son Eli over the course of the semester. Your
son Eli is a very sweet child and he is doing very well in class. Over the course of the semester the children are
assigned groups and go to different stations throughout the gym. The stations involve locomotor and manipulative
movements like running, skipping, catching, kicking and throwing. During class the students get to visit 4 stations
and work on a specific fundamental movement skills. Throughout the semester I was not only able to observer
your child but also teach him occasionally.
Overall throughout the semester Eli kept up with the class and was even ahead of the class in some of
the skills. Eli is in a very good spot for his age and there is no need to stress whether he is falling behind or not.
Children grow and develop at all different ages. Eli was a very good listener and paid attention all the time when I
would give directions. He always stayed on task but also had fun while doing it. I made sure to keep the activities
fun for all the kids to keep them engaged. Eli also had a smile on his face everyday during class. Even if he
wasn’t getting the task right the first time he would keep trying with a smile on his face. I made sure to help Eli
when he was getting stuck on a specific instruction or movement. Eli is great student and I wish I had more time
with him.
I noticed that he did very well in a few skills including catching, kicking and jumping. When he’s catching,
he catches the ball with both hands out in front of him opposed to scooping or hugging the ball. While he is home
having a short-distanced catch would help him and improve in his skill. Also he is advancing quickly in the
manipulative kicking skill. He is ahead of some of the other children. Instead of standing stationary he is
approaching the ball which is very good for his age. Just having him kick a ball into a net or kicking the ball back
and forth would be great for his future in kicking. One other skill he is doing well in is jumping. He starting to swing
his arms to and create momentum while jumping. Another fun task you can do at home is jumping from pillow to
pillow or simply jumping over obstacles. You could make it fun and say you’re on an adventure and have to jump
over the lake to get to the other side. Although he is great in these skills there are some skills where he needs
improvement.
Some skills that would be good to practice at home are underhand rolling, dynamic and static balance.
For underhand rolling a fun game to do at home is bowling. Getting some plastic pins and a light ball would be
excellent for his improvement in the skill. You could also have him kneel and roll a ball to a target 5-10 feet away.
To make sure the ball is rolled you could have him roll it under a suspended object. For example roll a ball under
a ruler or table. Some things to do at home for dynamic and static balance might be walking across some pillows.
Another task that you could do is lay down a blanket on the floor and having him balance across it. For static
balance you could have him put a light object on different body parts and have him try and balance for 5 seconds.
Overall your son Eli is doing very well in class and I wish I had a longer time span to help him in his fundamental
motor skills. Thank you for allowing me the opportunity to work with your child. It has helped me grow as a
student and as a future teacher. I wish your son Eli the best in his athletic future.

Sincerely, Alexander Fisher

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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.

Dear Future Teacher Candidate,

My names Alex Fisher and I previously got to work with some excellent students from Homer
Elementary. Homer Elementary has a great program where they teach the students fundamental
motor skills. I was blessed with an opportunity to teach the young students and help them progress in
their skills. After working with the students I was able pick out some pros and cons that may help you
in your journey. To start off, it is very important to bring in a visual aid when teaching a skill. I never
realized this until I actually brought one in. Showing them what to do is one thing but when they have
the skill right in front of their face they can picture it in their head. Another tip for you is to make your
station look fun and unique. If your station is fun and unique then the student will be more engaged
and want to do the skill. When the students are more enthusiastic then they will put in more effort
towards the activity. Another tip is to crouch down while you’re talking with the student. If you are
standing over them they might feel intimidated and scared. If they are intimidated they might not want
to do the activity anymore. Another thing that went really well while teaching is checking for
understanding. It doesn’t have to be complex but asking them what body part they are using goes a
long way. Some things that didn’t go well is making your task too complex. If you station has to many
pathways or rules than the student might not understand and be able to complete the skill. Also make
sure your task is developmentally appropriate. If the task is too high skilled then the students will be
lost and have no idea what to do. One other tip is to always keep a smile. If you don’t have smile then
you could get them in a bad mood and they wont want to be at your station. On that note, make sure
to be enthusiastic. Even if your station doesn’t look fun if you’re enthusiastic then you can make it
seem more fun than it is. Make sure to include movement concepts into your station. It will help
yourself understand movement education better and motor development. That’s all the tips and tricks
I have for you. Goodluck in the upcoming semester and remember to keep a smile.

Sincerely, Alexander Fisher

***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!***