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Davis FALL 2012 Lab Three Part 1 Name: ______Taylor Hartley_____________________________________ Tasks A. To observe the interaction between Cortland students and CHAMPs students. B. Locomotor Tasks Part B Worksheet. TASK A OBSERVATION/REFLECTION Observe the interaction between CHAMPs students and Cortland students. 1. Observe the CHAMPs 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. The week before Halloween, Sean had the children do a relay activity using a variety of different movements. He had the children weave around cones, hop over cones, throw at a target, and slide/shuffle side to side. This activity allowed me to see several different movement patterns and I could compare age differences along with gender differences. Each child moved differently. Many of the younger kids could not jump over the cones with both feet. They would lift one and then the other. As explained on pages 460 and 461 in the book they are exemplifying an initial stage to elementary stage movement pattern. They have not learned how their body can move yet and have a much smaller range of motion. Page 460 explains that children should be able to crouch, swing their arms, take off with two feet, extend their body up, and then land again with two feet. The young kids had a lot of trouble with jumping and landing with two feet. Their preparation for the jump looked correct it was just the take off and landing. With this skill I did not see a difference between the boys and girls. There was a bigger difference with age. Date: ___10/29/12___________

2. Describe teaching strategies that you 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?

When teaching the kids at Champ many days they have a lot of energy so it is important to have strategies that will work in keeping them interested and under control. One thing that I noticed is that the more you get to know about the kids and the more you listen to them and allow them to build a connection with you the better they listen. It almost seems like they gain more respect for the teacher if they know the teacher and can talk to them about their everyday life. The more I am getting to know the kids and remember their names, connecting with them has become much easier. Also the kids love it when we participate in the activities throughout the two hours. They really enjoy playing with us. Being a good example and joining

in with them really helps to motivate and maintain interest in the activity. The kids also cannot do one activity or motor skill for too long. They get bored just like any other person would. When doing the Run across the world activity, I told one of the girls who was sick of running that I wanted to see her skip/gallop a lap. She became so excited. She skipped the whole lap and was really happy to see me watch and high five her at the end. We continued to perform these variety of motor skills throughout the rest of the activity. In chapter 14 of the small packet that we have, it talks a lot about self image and self esteem. Allowing these children to know and understand that they are important and that us as mentors need to connect and show them that we do care and enjoy them all. 3. After being at CHAMPs 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 childrens attention and keep them on task for your activity. There are a few strategies that I have found work. Allie uses clapping to capture their attention. This works very well because the kids are used to it. Waiting quietly for the kids too works if they are talking over you. A loud strong voice is what most of us use. This gets their attention but you have to yell pretty loud. Last week at Champ one of the kids was not listening to me and would do everything in his power to avoid what I was saying. I simply began counting down from five and immediately he stopped what he was doing and paid attention right away. Each student I think has an individual reaction to each signal for attention. Some work better than others.

On my honor, I have not given or received aid on this assignment ______________________________________

MOTOR DEVELOPMENT LAB-Locomotor Skills Part 2

TGMD-2: Test for Gross Motor Development- Second Edition- Revised Christian Name of Student:____________________________________ X Check if male _______ or female_______ Grade:_1st _________ 6 Age: ___________

Locomotor Skills- (Lab 3) Part 2

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