SUNY CORTLAND MOTOR DEVELOPMENT LAB

Spring, 2020 – Dr. Davis

Locomotor Lab Two

Name: ___Alyssa Manthos_________________________________ Date: _2/17/20_____________ Lab Group Day and #:

_Wed._________

Tasks
A. To observe the interaction between Cortland students and CHAMP students.
B. Locomotor Skills Assessment – TGMD 2 Worksheet.

TASK A – OBSERVATION/REFLECTION

Observe the interaction between CHAMP students and Cortland students.

1. Observe the CHAMP 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) from rudimentary to specialized (initial to mature) movement patterns. Explain WHY you think some students move better than
others.
I noticed at the CHAMP program that in some cases gender doesn’t always seem to have a factor of difference in capability. I have noticed that some
of the females students are just as fast as males and just as coordinated. I have noticed that age can play a role in coordination and the older students
may move a little better than the younger students sometimes. I feel the reason that some move better than others is based on their center of gravity
and coordination. However, some of these younger students are very fast, they just tend to run all over the place even if they are directed to run in a
straight line. Also, I noticed that the females are just as coordinated in regards to hoping and galloping as the boys are. I do also feel that some
students that are the same age and same gender move differently and it has to do with a difference in motivation and willingness to put forth effort in
these game-like activities. “Children may execute the most efficient movement pattern for themselves given their body size, strength, posture, and
experience, but this pattern can change if any one of the constraints changes.”(Haywood, 135). The textbook states “During much of the life span,
other types of constraints, such as motivation or even the perceived gender association of a skill ”(Haywood, 181) “Across the life span, individuals
use various methods of locomotion. Of course, the type of locomotion they use depends on interacting constraints. During the childhood years,
height, weight, and lengths change dramatically and may act as rate controllers.”(Haywood, 181). Everyone has individual constraint and motivation
can be one of them. “The motivation to participate in activities of a certain type involves many factors, including those that lead people to initiate or
join an activity (figure 16.4). Other factors encourage people to persist in an activity and to exert effort in order to improve. ” (Haywood, 745).
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? If so, why?

Effective teaching strategies that I have seen while at the CHAMP program include having an individualized approach and knowing how to get
through to each child. These teaching strategies were used to try and get each student involved in activities or to be involved in the group in some
way, shape, or form, without the students feeling forced to do an activity or game. This was very affective for the most part. Sometimes there were
behavioral issues, which is common when working with children, however, eventually the student did join in. I felt that this was a more effective
strategy. Another strategy was giving an ultimatum to instill a sense of discipline to those particular students. Discipline is very important, however
that particular approach worked sometimes but not every time. In this instance maybe the student felt forced which is why they did not want to
partake in this ultimatum. “Functional constraints relate not to structure but to behavioral function. Examples include motivation, fear, experiences,
and attentional focus. Such constraints can change over a much shorter period of time. For instance, you might be motivated to run several miles in
cool weather but not in hot, humid weather. This functional constraint shapes your movement to running, walking, or even sitting.”(Haywood, 66).

Pledge: “On my honor, I have not given or received aid on this assignment.” X ___Alyssa Manthos__________________________
Student Signature
 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.

Name of Students (first names only):__Jake_________/__Hannah__________Grades:_Kindergarten____/__3rd grade___Ages: __5___/

___8___Genders: __M_____/_F____

Skill Materials Directions Performance Criteria Child 1 Child 2

1. Run Use a clear During a game or activity, 1. Brief period where both feet are off the ground. Y Y
space watch a student run. They may
not run as fast as they can or 2. Arms in opposition to legs, elbow bent. Y Y
for a long period of time due to
3. Foot placement near or on a line (not flat footed). Y Y
space but do your best.
4. Nonsupport leg bent approximately 90 degrees (close to Y Y
buttocks).

2. Use a clear During a game or activity, 1. A step forward with the lead foot followed by a step with Y Y
Gallop space watch a student gallop. Tell the the trailing foot to a position adjacent to or behind the lead
student to gallop leading with foot.
one foot and then the other.
2. Brief period where both feet are off the ground. Y Y

3. Arms bent and lifted to waist level. Y Y

4. Able to lead with the right and left foot. Y Y

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

3. Arms bent at elbows and swing forward on take off. Y Y

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