Standard 1

Standard 1: Scientific and Theoretical Knowledge









Physical education teacher candidates know and apply discipline-scientific and theoretical concepts critical to the development of physically educated individuals.



Element 1.3:  Describe and apply motor development theory and principles related to skillful movement
physical activity, and fitness.
Artifact: Motor Development Lab 2
Date:  Fall 2011
Reflection:
        In my Motor Development Lab 2 I observed specific motor skills of the students at St. Mary’s Elementary School in Cortland NY. This artifact satisfies the needs for element 1.3 because I observed children at St. Mary’s running, galloping and hoping, and then described that in my Lab report.  Observing the students motor skills allowed me to assess where they were at in their motor skill development. This is an important artifact because it shows that I as a teacher know what to look for in order to assess a child’s development.  Knowing what to look for however is only part of doing my job as a physical educator. The other part is taking action and working with students to get them to do activities in order to improve their motor development skills.



SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 – Professor Yang

Locomotor Skills Part B:  Lab Three

Name: Name: _____Lesley Turner___________                 Date: _____10/25/11_________           Lab Group Day and #: _Wed. Crazy Kickers__

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.
While at St. Mary’s this week I noticed that many of the children were at different levels of development when it came to sliding, leaping, and jumping.  The older children were able to slide better than most of the younger students.  Some of the younger students were unable to slide in both directions but the older children were able to.  All the students were able to horizontally jump and they are all able to leap as well.  Some were better than their classmates but all students were more advanced when it came to the leaping and jumping. Neither the boys or girls were better than the other it mostly had to do with the children's age.
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?
The teaching strategies that I used to connect with the children was I got down to their level and I showed a lot of enthusiasm toward every activity that we did. I ask the children what their favorite things to are and I try to incorporated an activity with a theme that they would like.  The children respond really well when I do this They get really excited to play the games.  When they are excited it keeps them engaged in any activity.  They love it when I get down to their level because I am a tall girl and when they can talk to me face to face they like it a lot better than if I were standing up straight. All of these strategies have been effective for me and I haven’t really encountered a student yet who hasn’t responded positively toward my teaching strategies.
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.
I always get the students excited right before you start off with describing the game.  Show a lot of enthusiasm and try to use a hook.  One that you could use for example is tho here likes ice cream? I have tried to tell my instructions quickly but I have checked for understanding when I describe a game. Another thing that I have done is that I have dressed up for all of the theme based days and that seems to excited the children. Those are a few of the strategies that I have used in the past few weeks that have been successful for me.
MOTOR DEVELOPMENT LAB-Locomotor Skills Part B 
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Students (first names only):____Jack____/_____Jill______                Grades:_1____/_1____                Ages: __5___/__5____
Gender:  ___Boy____/___Girl_____
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.
N/A
Yes
  1. A period where both feet are off the ground (longer than running).
N/A
Yes
  1. Forward reach with arm opposite the lead foot.
N/A
Yes
2. Horizontal 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.
No
Yes
  1. Arms extend forcefully forward and upward, reaching full extension above the head.
Yes
Yes
  1. Take off and land on both feet simultaneously.
Yes
Yes
  1. Arms are brought downward during landing.
No
Yes
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.
Yes
Yes
  1. A step sideways followed by a slide of the trailing foot to a point next to the lead foot.
Yes
Yes
  1. A short period where both feet are off the floor.
Yes
No
  1. Able to slide to the right and to the left side.
Yes
Yes










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