SUNY CORTLAND MOTOR DEVELOPMENT LAB #6

Fall, 2018 – Dr. Tepfer

Lab 6 Object Control Lab

Name: ______________Joao Goncalves______________________ Date: __October 25, 2018___

Tasks
A. To observe the interaction between Cortland students and CHAMP students.
B. Locomotor Assessment
C. Object Control Assessmnet

TASK A – OBSERVATION/REFLECTION

1. Reflecting on your experience so far with CHAMP, what do you think have been your greatest challenges or difficulties you have faced? Consider all
areas – environment, task, learner, etc. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about?

The greatest challenge I have faced is trying to get children to play the games and stay focused on the games. I believe the issue is that the children have
already gone through school and just want to have free time to do whatever they want. They don’t want to be listening to instructions and doing activities
that are complicated. So, when teaching we came in with many activities planned and lots of toys for the kids to play with. We came with four games
ready and planned and the equipment need to carry out the activities. We brought enough balls and equipment for everyone to use. Bringing in all of the
equipment made the children excited and when we went into the gym they listened for the most part and played the games we wanted them to play. One
game was so popular that we ran out of time to play the fourth game.

2. Choose one of the stages of catching below (Initial, Elementary, or Mature) that reflects your students ability. Describe how you will improve their
skill performance?

I believe the student is around an elementary 3 stage for catching. When catching they catch the ball by bringing it to their chest. To help the student, the
best think would be to have them practice catching a small ball like a tennis ball, but they can only use their hands to catch. A small ball will make it
easier to catch with two hand only. Doing this will get them into the habit of catching the ball with only two hands. Also use teaching cues like keep
your eyes forward, move to get behind the ball, be in the ready position, pinkies together – thumbs together, and soft hands. They teaching cues will help
them remember the actions for correctly catching the ball and will get them into the elementary stage 4.

3. When working with the CHAMP students, describe the variability in dribbling performances you observed. Using a systems perspective, explain
these variations – in other words – why do we see such variation in skill performance?

For the most part the class ranged from elementary 2 to elementary 3. Some students were able to dribble consistently while the others could dribble,
they had to keep picking up the ball to start again. We see such variation in skill because some students are smaller than others and makes it difficult to
be able to dribble basketball even though they were women’s balls. Another variation could how much they dribble outside of school. One student could
play basketball with their parents/guardians after school while others could play other sports that don’t have dribbling, like football. The final variation
could be strength. At this time this are big variations in strength between grade levels. The kindergartener is much weaker than the fourth grader, so
dribbling can be more difficult for her.

TASK B: TGMD-3: Test for Gross Motor Development- Third Edition- Revised:
Observe 1 student doing the following locomotor skills. Assess their abilities using the TGMD-3 performance criteria as outlined below. Be sure to only
check off the criteria if it was observed.

Name of Student (first names only): Justin Grade: 2nd Age: 7 Gender: Male

Skill Materials Directions Performance Criteria Child 1

Hop Use a clear During a game or activity, watch 1. Foot for nonsupport leg is bent and carried in back of the x
space a student hop. Ask the student to body.
hop first on one foot and then on 2. Nonsupport leg swings in pendular fashion to produce force.
the other foot.
3. Arms bent at elbows and swing forward on take off. x

4. Able to hop on the right and left foot. x

Skip Use a clear During a game or activity, watch 1. A step forward followed by a hop on the same foot. x
space a student skip. Tell the student to
step-hop, step-hop.
2. Arms are flexed and move in opposition to legs to produce x
force.
3. Completes 4 continuous rhythmical alternating skips. x
TASK C: TGMD-3: Test for Gross Motor Development- Third Edition- Revised:
Observe 1 student doing the following object control skills. Assess their abilities using the TGMD-3 performance criteria as outlined below. Be sure to
only check off the criteria if it was observed.

Name of Student (first names only): Carter Grade: 3rd Age: 8 Gender: Male

Skill Materials Directions Performance Criteria Child 1

Stationary Use a clear space, During a game or activity, 1. Contacts ball with one hand at about hip height.
Bounce you can use a watch a student bounce a
(dribbling) variety of ball and/or dribble. Tell 2. Pushes the ball with fingers (not a slap).
playground balls the student to bounce the
or basketballs on a ball using one hand. 3. Ball contacts floor in front of (or to the outside of) foot on x
hard, flat surface. the side of the hand being used.
4. Able to hop on the right and left foot. x

Catch A 4-inch ball. 15 Mark off 2 lines 15 feet 1. Preparation phase where hands are in front of the body and x
feet of clear space. apart. The child stands on elbows are flexed.
one line and the tosser on
the other. Toss the ball
underhand directly to the
child with a slight arc
aiming for the chest. Tell
the child to catch the ball
with both hands.
2. Arms extend while reaching for the ball as it arrives. x

3. Ball is caught by hands only.