SUNY CORTLAND MOTOR DEVELOPMENT LAB

Fall2013
LabThreeDr.Madden
Samantha Woodward
Name:___________________________________________

10/6/2014
Date:______________

Tasks
A. Observation/Reflection.
B. Locomotor Tasks.
C. Volleying Tasks
D. Dance Activities
Instructions:
For the first task, you will be using a version of the TGMD-2 (Test for Gross Motor Development- Second Edition- Revised). This particular
assessment is a checklist that asks you to check off whether the student has met four performance criteria for galloping and hopping.
Please be aware of safety and clearly define the boundaries for the activity. Pay close attention to how the speed of the activity might impact the
qualitative performance of the skills. For the assessment, one or two of your group members can work with the children while the other(s) can
record the data. Be sure to collect all required data (i.e., first names, age, grade level, etc,). Allow the children to warm up in some way play a
quick tag game before you begin this section of the lab.
After you have recorded the data, you can provide some basic instruction on the performance of the skills.
The volleying checklists are to be done recording data for the same individual for both tasks. Do the balloon first followed by the trainer or ball.
Use the volleying tasks provided and look up some others to use as well.
Look to the internet and the course textbook for related activities and games. Plan for additional activities such as tag games, etc, keeping in mind
the more variety you have, the better.

TASKAOBSERVATION/REFLECTION
1. Consider the activities/games that you have utilized so far during our labs. Were they appropriate for the students at Homer/Smith Elementary?
Why or why not?
The activities that we have utilized so far in our labs were very appropriate because they were the foundations to each of the skills
taught so far. In the second lab, the focus was on catching, so the kids main activity was throwing up and catching the scarves and
beanbags. In the third lab, the focus was on volleying, so the main activity was keeping the ball in the air through volleying for as
long as possible. In addition, the students worked on different forms of locomotor movement such as galloping and hopping. Since
most of the students are in the fundamental movement phase, they are still exploring and experimenting wither different forms of
movement. Because of this, most of their catching and volleying were not perfect, but still showed potential for development. Most
are in the emerging elementary stage, where they could start to do the skill, but find issues with control and coordinating the
movements enough to do it repeatedly. These activities are perfect for their level of development because they are simple and easy to
understand. Having the activities easy to comprehend is important because rather than the students worrying about the rules or
external factors, they can focus on achieving the desired movements.
2. What might be some limitations to games or activities when using them in the process of assessing motor skills?
Some limitations to games or activities when using them to assess motor skills are when multiple skill levels are playing at the same
time. While playing with the kids in Parker Elementary in the past labs, some of the kids are just starting out in the emerging
elementary stage and some of the kids are starting to leave the emerging elementary stage and enter the proficient stage by developing
more control and coordination in their movements. Having these kids play together can be difficult because the older and more
developed students take over the activity and do not give the younger kids much chance to advance while playing. Naturally, the more
developed kids do the skill easily and do not need extra time or explanation to grow unlike the younger students who do. This could be
aggravating to both types of students because the younger kids feel rushed and get discouraged while the older kids get bored and want
to move on. To accommodate to both age groups, the activities and games would have to be adjusted. Examples of doing this would be
to alter the environment by making the boundaries smaller, shortening the time of the activity, or modifying the equipment. By making
the boundaries smaller, the younger kids will have an easier time playing and not be as overwhelmed. Shortening the game may also be
necessary because the younger kids will get more tired and as a result, lose interest. Finally, modifying the equipment may be needed
such as making the balls or goals bigger to make the activity easier.

Task B. - Locomotor Skills

TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Olivia F.
Name of Student:____________________________________

4th
Grade:__________

9
Age: ___________

X
Check if male _______ or female_______

Locomotor Skills- Part A

Skill

Materials

Directions

1. Gallop

Use a clear
space

During a game or
activity, watch a student
gallop. Tell the student to
gallop leading with one
foot and then the other.

2. Hop

Use a clear
space

During a game or
activity, watch a student
hop. Ask the student to
hop first on one foot and
then on the other foot.

Performance Criteria

Trial 1

Trial
2

1. A step forward with the lead foot followed by a step with the
trailing foot to a position adjacent to or behind the lead foot.

YES

YES

2. Brief period where both feet are off the ground.

YES

YES

3. Arms bent and lifted to waist level.

YES

YES

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

YES

YES

1. Foot for nonsupport leg is bent and carried in back of the body.

YES

YES

2. Nonsupport leg swings in pendular fashion to produce force.

YES

YES

3. Arms bent at elbows and swing forward on take off.

YES

YES

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

YES

YES

Volleying Checklist TASK C.

Olivia F.
Childs Name:_____________________________________________

10/6/2014
Date: _________________

Your task for this activity is to qualitatively assess the students ability to perform the skill of volleying using a balloon for the initial assessment
and then switching to either a beach ball or volleyball trainer for the second assessment. Focus only on one child for both assessments. For
assessment, use the following criteria for volleying from Gallahue (2002):
A. Initial stage.
1. Inability to correctly judge the path of ball/balloon.
2. Inability to get under the ball.
3. Inability to simultaneously contact the ball with both hands.
4. Slaps at ball from behind.B.
B.Elementary stage.
l. Failure to visually track ball.
2. Gets under ball.
3. Slaps at ball.
4. Action mainly from hands and arms.
5. Little lift or follow-through with legs.
6. Unable to control direction or intended flight of ball.
7. Wrists relax and ball often travels backward.
C. Mature stage.
l. Gets under ball.
2. Good contact with fingertips.
3. Wrists remain stiff and arms follow through.
4. Ability to control direction and intended flight of ball.

Assessmentone:Usingaballoon
Observation
number
1

Initial Stage
Elementary Stage
X
Mature Stage

Assessmenttwo:Usingabeachballorvolleyballtrainer
Observation
number

Initial Stage
X

Elementary Stage
Mature Stage
TASK TWO (cont.)
Questions
1. Was there a difference in developmental levels of the skill of volleying seen as the result of the equipment? Why or why not? Make sure to refer
to the course text book to support answer. Describe the differences.
There was a difference in developmental levels of the volleying skill as a result of he equipment because we changed the
environment so the entire outcome was adjusted as a result. This is called the dynamic systems theory and it is based off of the
idea that the task, individual, and the environment affect the motor control and movement coordination. By altering one of those
factors, the result will be altered as well. With the volleying activities, we first started out using the balloons, which are much
lighter and stay in the air for longer. The students had an easier time with those and had more control. When we switched to the
normal volleyball, it was heavier and stayed in the air for much less time as a result. The students ultimately struggled more for
control and in most cases were unable to repeat the movement over and over again. Therefore, the developmental level was higher
for the balloon volleying than that of the volleyball volleying.
2.What do you think would be a developmentally appropriate progression of volleying activities leading to the actual skill of the overhead volley
in volleyball (e.g., discuss equipment and/or types of cues/pointers you might use based on the grade level of students you worked with during
lab).
A developmentally appropriate progression for all grade levels would be to start with a balloon, then a beach volleyball, then a foam ball, and
finally move on to a normal volleyball. Teaching the actual skill of an overhead volley to the younger students would be to keep the ball in the
air by getting underneath it and slapping it upwards. As the kids get into the third, fourth, and fifth grade levels, you may start teaching them
the correct mechanics of the skills by telling them to make a triangle with their hands (pointer fingers together and thumbs together), then to
bend their knees, and eventually move onto using the tops of their fingertips to push the ball upwards

TASK C. (continued)
Volleying Activities
What follows is a list of ideas/games to use for the skill of volleying. Use any of these as long as the activity is safe and appropriate for your
students.
1.VolleyDribble
Introduce the overhead volley by showing the motion of dribbling a basketball. Then, reverse the motion so you are "dribbling" overhead.
Remind students of the three hints to overhead volley really well: 1) just as one uses the finger pads to dribble, you also use the finger pads to
volley; 2) your hands push up to a high level, all the way over your head; and 3) you should use both, not just one, hand.
Students should take a balloon (or an appropriate type ball) to practice keeping the ball up in their self-space using the overhead volley. While
students are practicing, observe and offer feedback based on the three cues.
Variations: Students can practice the skill while on their knees.
- Have students put one balloon or ball away and get a partner. Explain they and their partner will use the overhead volley to keep the balloon (or
beach ball, volleyball trainer) up in the air. They should count the number of passes to their partner. Expand (if appropriate) to a larger group of
the students.
2. Volleymania
On your signal have students strike the balloon/ball towards the ceiling in their own space using as many different body parts as they want (elbow,
head, knee, wrist, shoulder, etc.). (Only body part to discourage may be the foot as the kicking motion may be dangerous and it is tough to get the
balloon to the ceiling.) Tell them their goal is to hit it up in such a manner that they shouldn't have to move from their own self-space.
Variations:
- Call out body parts to use to keep the balloon/ball up (elbow, head, knee, wrist, shoulder, etc.).
- Have them put together a sequence (twice with back of hand, then once with knee, once with elbow, etc). Have them make up their own and
then they can show it off near end of activity.