SUNY CORTLAND MOTOR DEVELOPMENT LAB
Fall 2008 – Professor Yang
Name: John Fesetch Date: 10/31/08
1. Task one: Reflection.
2. Task two: Object Control Skills Part B Worksheet.
TASK A –REFLECTION
1. Consider the activities/games that you have utilized so far during the past four labs. Were they appropriate for the students at St. Mary’s? Why or why not?
The games that we have done with the St. Mary’s students for the last four labs have been appropriate from an age and interest perspective. I feel that some activities caught the student’s interest more than others, especially during the last two labs where we had a better understanding of our students and our environment. This familiarity as well as the feedback that we received in class and after labs allowed for more successful labs and appropriate games as the weeks progressed.
2. What might be some limitations to games or activities when using them in the process of assessing motor skills?
Limitations could entail the lack of repetition that each student should get during the given game that would allow others to properly assess. I found this to be the biggest obstacle as there were times when we could only observe a few throws or jumps during assessment. It could be advantageous if during assessments the students did more individual skill activities rather than participate in group games. There were times when we had to have the students perform extra repetitions after the game so we could properly assess.
MOTOR DEVELOPMENT LAB- Object Control Skills Part B
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Student: Colin Grade: Kindergarten Age: 5
Check if male ____X___ or female_______
Object Control Skills- (Lab 5) Part B
1. Stationary Bounce with hand (dribbling)
Use a clear space, you can use a variety of playground balls or basketballs on a hard, flat surface.
During a game or activity, watch a student bounce a ball with their hand and/or dribble. Tell the student to bounce the ball using one hand.
1. Contacts ball with one hand at about hip height.
2. Pushes the ball with fingers (not a slap).
3. Ball contacts floor in front of (or to the outside of) foot on the side of the hand being used.
Use a clear space, you can use a sponge ball or something soft.
During a game or activity, watch a student kick.
Place the ball on a line nearest the wall. Tell the student to kick the ball toward the wall.
1. Rapid continuous approach to the ball.
2. The trunk is inclined backward during ball contact.
3. Forward swing of the arm opposite kicking leg.
4. Follow-through by hopping on the non-kicking foot.