Learning through labs!!

SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 –Professor Yang
Locomotor Skills Part B: Lab Three

Name: Name: Matthew McConnell Date: __3-16-10____ Lab Group Day and #: _____Wednesday_____

Tasks
A. To observe the interaction between Cortland students and St. Mary’s students.
B. Locomotor Skills Part B Worksheet.


TASK A – OBSERVATION/REFLECTION

Observe the interaction between St. Mary’s students and Cortland students.

1. Observe the St. Mary’s student(s) as they participate in the activities. Describe the variability of the movement patterns you observed. Be sure to note with whom you worked, what grade they were in, and any differences in age, gender, or ability.

The only activity in which I was able to observe Stevie and Sandra was an activity in which the children how to move differently trough and array of obstacles in order to throw a bean bag at a dinosaur. Stevie didn’t seem to want to move threw the obstacles as he was shown. Even if someone tried to slide threw the cones with him, he would just run through them anyways. I feel as if this had a lot to do with how young he was. I Previously played with a child named Alvin the same age as Stevie (age 5yrs)the first week of lab during free time. Alvin too, really didn’t run fluently, or seem to fully grasp what was going on around him either. Stevie seemed to more so gallop than leap, or slide when he attempted to do either. For the most part he more or less ran instead of doing the designated forms of movement. He did participate fully in the part of the activity that required horizontal jumping. He still has a lot of development to go with those too, but he seemed to enjoy them. Instead of jumping with both feet and using his arms to help him, he kind of jumped and flailed a little. It was almost like the child jumping up and down in the movie “Big Daddy” when he was screaming kangaroo song over and over.
Sandra on the other hand Seemed much more developed, and only at a year older than that of Stevie. She fully understood everything that she was asked and shown to do, and did them all very well. She jumped from one place mat to the other with a two footed take off and landing, all while using her arms to aid in both. She also could cover a fair distance with her jumps, whereas Stevie more or less jumped up and down. The only No she had in any of her observation columns was for her slide. She didn’t completely bring her trailing leg to her leading one. She did partially, but only about half the distance, so it wasn’t close to contacting her leading leg. In both this lab and the previous one it seems as if the girls were further along the path of development then the boys they were compared to. This time there was an age difference, but also A very significant development difference.






2. Describe “teaching strategies” that YOU used today towards connecting with the children. What were they? How did YOU use them? What was the effect? Were there any strategies that were more effective than others? If so, why?

Personally I was assigned to the closet group on this particular lab day, So the only instruction I implemented to the children myself was for the end of the day cheer. I called everyone in to the center of the gymnasium. Except when I called to everyone I made sure my voice was loud enough so every corner of the gym could have heard me well, as we have been discussing in class. Some instantly came to the center while the others looked over but didn’t seem interested. Then I simply kept cheering for everyone to come to the middle, I was actually excited so I didn’t need to act like I was for them to come in. It seemed they picked up on that and all came in to the middle and cheered with us, even the children who were laying on the mats in the corner. Every time we go to St. Mary’s I feel nervous in some way, but this time I channeled that nervousness into excitement, and it seemed to work really well. Without a doubt I feel as if I took a lot from this lab experience.





3. After being at St. Mary’s for these past weeks and observing and working with the students, can you briefly describe an effective strategy (or strategies) that you used to capture the children’s attention and keep them on task for your activity.

Thanks to our lecture discussions on teaching, and the experience we’re getting at St. Mary’s I feel as if I’ve learned many new strategies for teaching the children. The basic one’s that I’ve learned are to: Get down to there level when talking to them- though You can’t get to low or they attempt to latch onto you. Also We have been taught to isolate the children from distractions by having them come into the corner. This prevents them from looking at other things that may be going on behind you. Also you have to sell your game or activity to them. I wouldn’t listen to someone monotone and with no enthusiasm, why would I expect the students to? It’s my job to make the game sound fun and interesting. Even the most fun activities are boring without enthusiasm. Next you have to demonstrate what your looking for to the children. If your activity requires leaping, some may hop or jump instead of leap if they aren’t shown how. Another great strategy is allowing for little variations in the game. If you change the game around even just a little, it’s like a whole new game to them. This way the stay active and don’t get bored fast. Lastly There is a variety of skill levels within the students, so you may want to incorporate options for how they do things. Some of the older students may get bored playing simple tag games with the younger students for they are generally faster and more coordinated. So if you create a game that allows everyone to be challenged and have fun individually or as a group it creates interest for everyone!




MOTOR DEVELOPMENT LAB-Locomotor Skills Part B
TGMD-2: Test for Gross Motor Development- Second Edition- Revised


Name of Students (first names only):___Stevie__/__Sandra Grades:__1___/_k____ Ages: ____6_/___5__
Gender: ___f____/____m____

Locomotor Skills- (Lab 3) Part 2
Skill Materials Directions Performance Criteria Child 1 Child 2
1. Leap Use a clear space During a game or activity, watch a student leap. Tell the student to take large steps leaping from one foot to the other foot. 1. Take off on one foot and land on the opposite foot. Y Y
2. A period where both feet are off the ground (longer than running). Y N
3. Forward reach with arm opposite the lead foot. Y N
2. hohoriHorizontal Jump Use a clear space During a game or activity, watch a student jump. Tell the student to jump as far as they can. 1. Preparatory movement includes flexion of both arms and knees with arms extended behind the body. Y N
2. Arms extend forcefully forward and upward, reaching full extension above the head. Y N
3. Take off and land on both feet simultaneously. Y N
4. Arms are brought downward during landing. Y Y
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. Y Y
2. A step sideways followed by a slide of the trailing foot to a point next to the lead foot. N N
3. A short period where both feet are off the floor. Y Y
4. Able to slide to the right and to the left side. Y Y

Adding tricks to the arsenal

The children seemed to be less interested in playing our games the last time we went to the after school program. The majority cooperated and played to the rules, while others participated and just did what they wanted. During a particular game the children where suppose to horizontal jump from place mat to place in order to avoid stepping on the lava(actual ground). This one boy in blue tennis shoes was in the first quarter of the students to go through this station. He deliberately stepped over every piece of place mat and exclaimed " I'mmm walkingggg on all the lava". Other kids did things of this nature on other activities. Some instead of leaping over the ropes simply walked over them, of instead of sliding just ran through the road cones. Not all acted this way in defiance, some seemed simply to young to fully understand the movements. The next game was a modified version of rock paper scissors. After being gathered in to a half circle the children really didn't wish to listen and play the game. Some sat out, while we tried to play the game with others. Despite our efforts the kids really didn't want to play. Until a graduate student helped us take control . Rather than use the half circle method to explain the game, she had all the kids line up facing a partner. Then once again the game was explained, where it worked! Getting them to play was literally as simple as approaching it differently. Once in a line facing a partner the children where already in a game like setting, where it would seem harder to just walk away for them. This is an idea, I personally plan to implicate into explaining my games to the children.

Childhood growth and development

title on Prezi

Failings only failing if you take nothing from it

I significantly benefited from my last lab experience at St. Marys, and learned somethings you can only realize through experience. Teaching gym is much more difficult than I previously anticipated. My only teaching experience is through that of my gym back home. Their I help new students learn boxing, and the basics of grappling. Teaching their is much easier due to it being much more hands on, and it's teaching a designated skill instead of providing a positive and structured game/environment for students. Also I've never really worked with children before, which is a whole new experience. At the gym, people are paying to listen and learn, whereas at St. Marys the children aren't driven by the same factors. So here I actually have to try and get their attention. Actually in a way I even have to compete with the things going on around me for their attention. My soft spoken, passive nature doesn't grasp their attention well enough. When I tried explaining the rules of the game to the children they instantly started interrupting with questions, and statements like "This game stinks". Even though I'm sure they've never played it before, they still were testing me to see what they could get away with. Then during the game the children still seemed to not really listen to instructions fully. The game functioned well, yet could have gone much smoother. For example during the game it became obvious that the goalies shouldn't be able to throw the balls because then they could simple launch the ball from goal to goal. Realizing this myself and my group told the goalies the new rule would be that they must role the ball. Though instead of telling the child I asked him "could you please start rolling the ball instead of throwing it". I realized that to them, that leaves them the option of simply saying no. Next time Around I'm going to have to be more confident and assertive when I speak. Also I'm going to have to realize this isn't like instructing someone how to perry or roll with a jab, this requires much more preparation. Also I need to remember it's a completely different environment, and make the environment suit my lesson instead of hoping it suits my game.

An overview of developmental physical education

Three critical issues facing children in the U.S today are: Childhood obesity has been rising rapidly, In-school and community violence among youth have alarmed us all, and early puberty has important psychosocial ramifications. Two goals of the many of the concept of " Developmental physical education" are to enhance physical fitness and activity, and affective growth. Both these goals are solutions to the critical children are facing today. The first step in implementing these solutions is to understand factors that lead to the development of the whole child. Some of these factors are the biology of the individual, conditions of their learning environment, and the movement requirements of the task.
Next it is important to look into both individual and group "appropriateness". Individual appropriateness is the concept that every child develops uniquely in their growth. Where as group development is based on where children should be. For example say most babies walk around fourteen months, this doesn't necessarily mean at exactly fourteen months your child will be walking. Their individual development may take fifteen and a half years to walk. Therefor when curriculum is based on age rather than individual development its going to be very difficult, way to easy, and just right for the student depending on the individual in the class. Therefor it'd be important for basic skills of concepts like locomotion (running, walking, leaping, etc) and manipulation (ball rolling, throwing, bouncing, etc) to be assessed. Children have many skills that they should develop threw a balanced P.E program. They should develop some axial movements like twisting, swinging, turning, and stretching. Also the should be introduced to static and dynamic postures such as rolling, stopping, dodging, and upright balance.
Physical fitness is defined as being both Health-related and performance-related. This means to be physical fit one should have good muscular strength, both muscular and cardiovascular endurance, joint flexibility, and a healthy body composition. Also one should develop good balance, coordination, agility, speed, and power.

Second Lab at St. Mary's school

Motor Development Lab 2 at St. Mary's