SUNY CORTLAND MOTOR DEVELOPMENT LAB

Fall, 2017 – Dr. Davis

Locomotor Lab Two

Name: Allison Schepis Date: 10/13/17 Lab Group Day and #: Wednesday, Lab 2

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 that the ability of the students at CHAMP varied greatly when I was observing them during the activities. The variability of the
movement patterns was primarily age-related (pg.11). Although the majority was age-related, I did notice some students, such as Dylan, a younger
CHAMP student, has a very mature movement pattern when it comes to different locomotor and manipulative skills that were worked on during lab.
I believe that he has mature movement patterns in sport-related skills at such a young age due to the fact that he has been exposed to skill practice at a
higher frequency during his sport practices outside of Physical Education class (pg.12). Experience plays a major role in development because it
enables children to have increased exposure to different skills for a longer frequency, providing them with an opportunity that helps them advance
developmentally (pg.18). I noticed that a lot of male CHAMP students are more developmentally advanced for their age than some of the females.
Although a majority of male students were more advanced than the females, there were still some male students who struggled. For example, when I
observed Darian, he seemed to have a lot of trouble with performing locomotor skills such as galloping and hopping even though he is one of the
older students. He had trouble performing these skills in a rhythmic pattern, and did not fully understand the different movements that these skills are
comprised of. This observation supports the statement that development is age-related, but not age-dependent (pg. 11). Age is not a deciding factor
when it comes to a student’s skill level, and that is a major concept to keep in mind when creating developmentally appropriate lessons for your
students.
I closely compared Giada to her older sister Izabell. I chose to compare the two sisters due to the fact that they participate in similar activities
outside of school, and they are exposed to the same home environment. The activity that the students participated in when I observed them involved
different locomotor skills such as running, galloping, and hopping. When observing, I noticed that Izabell was more developed in terms of skill
performance, and has a more mature movement pattern compared to her younger sister (NASPE article, pg.2). I feel that one of the main reasons for
this is because she has had three more years of growth and experience, which has caused her levels of functioning to increase over time (pg. 18).
Izabell was proficient in the skills that she performed, and displayed mature movement patterns for all. While she participated in the activity, she
properly demonstrated the critical elements that make up each skill. When observing Giada, it became immediately evident that her movements were
not as fluid, and she experienced trouble with the critical elements we were focusing on. While observing her galloping skills, I noticed that she was
performing a running motion instead of galloping. This became evident due to the fact that she was unable to step forward with her lead foot and
follow it with a step using the trail foot to a position adjacent to or behind the lead. She would cross her trail leg in front of her lead leg, leading to the
running motion that was displayed. In addition to her footwork, she experienced trouble with her arms as well. They were not bent and lifted at waist
level. Instead, her arms were in opposition to her legs down by her legs. When it came to hopping, Giada could successfully hop on her dominant
foot, but experienced trouble hopping on her non-dominant foot. I feel that this strongly relates to the fact that change is sequential, qualitative, and
cumulative. (NASPE article, pg. 2). Giada could hop with ease on her dominant foot, and I feel that with increased practice and experience she will
be able to increase her skill level and work up to hopping on her non-dominant foot successfully through developmentally appropriate and successive
activities. I believe that because Giada can hop on her dominant foot, there will be a positive transfer of learning when practicing hopping on her
non-dominant foot.

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?

An effective teaching strategy that I observed was that enthusiasm goes a long way when presenting new activities or skills. Students seemed
to be more engaged and pay greater attention to instruction when the mentor was enthusiastic and excited about it themselves. It was evident that the
students enjoyed the activities more when the mentors were enjoying themselves as well. Another aspect that I observed was that when the mentors
were engaged, the activity and skill practice was more fun and enjoyable for the students. The effect that the mentors have on student participation is
immense, and increased engagement leads to increased student learning. Young children tend to look up to and mimic the actions of their adult
mentors and teachers, so it is important to always exhibit positive behavior towards activities and tasks that the students will participate in. Another
strategy that was used was the incorporation of while the activities were being played. I feel that music has a positive impact on physical education,
and I feel that it helped the students stay on task tremendously due to the inclusion of auditory stimulation. An important aspect that I observed when
the students were participating in the activity was that some students who could normally perform the locomotor skills using the correct movement
patterns were losing their form because competition was incorporated. When the focus shifted from working on the correct form to competition,
students were sacrificing their form in order to win the relay race. I strongly feel that in the future, the main focus for each activity should be on
acquiring correct form for each skill, and that the competition aspect should be eliminated. Activities should be played in a manner that will promote
student learning instead of competition, where most students tent to lose the basic components of the skills they are performing. This can lead to the
formation of incorrect habits regarding the skills, and can have a negative effect on their overall performance.

Pledge: “On my honor, I have not given or received aid on this assignment.” X __Allison Schepis___________________________
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): Giada/Izabell Grades: 2nd/5th Ages: 6/10 Genders: Female/Female

Skill Materials Directions Performance Criteria Child 1 Child 2

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

4. Nonsupport leg bent approximately 90 degrees (close to X X

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

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

3. Hop Use a clear During a game or activity, watch 1. Foot for nonsupport leg is bent and carried in back of the X 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. X X
the other foot.
3. Arms bent at elbows and swing forward on take-off. X X

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