SUNYCORTLANDMOTORDEVELOPMENTLAB

Lab4Dr.Madden
Fall2013
Kicking/LocomotorLab
SamanthaWoodward
Name:_________________________________

10/27/2014
Date:______________

Todayslabwillallowyoutoobserveandassesstheskillofkickingandsomelocomotorskills.Keepspaceandsafetyissuesinmindasyouhave
thechildrenperformthelabactivities.
Schedule:
a.Taskonereflection
b.TasktwoKickingassessment
c.TaskthreeLocomotorassessment
TASKONEREFLECTION
1.Considertheactivities/gamesthatyouhaveutilizedsofarduringourlabs.WeretheyappropriateforthestudentsatHomer/Smith?Whyorwhy
not?
Thegames/activitieswehaveutilizedsofarduringthelabswereappropriateforthestudentsatParkerElementary.Thisisbecause
eachactivitywasgearedtowardsstrengtheningandrefiningtheskillsofthestudent.Forexample,inthekickingportionoflab4,the
activitiesusedwerekickingtopartnerandshootingatagoaltoimprovethekickingformandaccuracy.Itwasclearduringthelesson
thatmostofthekidswereinstagestwoandthreeoftheelementarystages.Page155ofthetextbook,UnderstandingMotor
Development:Infants,Children,Adolescents,Adults,SeventhEditionbyGallahue,Ozmun,andGoodwaydefinesthesestagesin
thatalthoughtheywereabletopushtheballforwardwiththeirfoot,theirmechanicswereinefficientandhadlittleforce.Moststand
stationarytotheballorperformmultipleunorganizedstepsbeforekicking;theybendatthekneeandwinduptotherearandhaveno
armlegopposition.Theactivitiesinthelessonallowedthestudentstoworkonthoseaspectstoeventuallygraduatetothemature
stagewheretheyhavearapidapproachtotheball,legarmopposition,asmallstep/hopfollowingthekick,andhavetheballmovein
thedirectiontheywantasaresult.Whenitcametothelocomotormovementpartofthelab,thestudentswereaskedtogetintofive
linesbehindconesandwepracticedthosemovementsfivepeopleatatime.Thisallowedthestudentstonotonlyhaveanorganized
wayoflearningandpracticingthem,butalsoanopportunitytoseehowsomeofthemoredevelopedstudentsdothemandtolearn
fromeachother.Theactivitiesusedinthelabweresimpleenoughtoteachthestudentsthoseprogressionswhilealsopromoting
teamwork,respect,awareness,andcontrol.

2.Whatmightbesomelimitationstogamesoractivitieswhenusingthemintheprocessofassessingmotorskills?
Somelimitationstogamesoractivitieswhenusingthemtoassessmotorskillsarewhenmultipleskilllevelsareplayingatthesame
time.WhileplayingwiththekidsinParkerElementaryinthepastlabs,someofthekidsarejuststartingoutintheemerging
elementarystageandsomeofthekidsarestartingtoleavetheemergingelementarystageandentertheproficientstagebydeveloping
morecontrolandcoordinationintheirmovements.Havingthesekidsplaytogethercanbedifficultbecausetheolderandmore
developedstudentstakeovertheactivityanddonotgivetheyoungerkidsmuchchancetoadvancewhileplaying.Naturally,themore
developedkidsdotheskilleasilyanddonotneedextratimeorexplanationtogrowunliketheyoungerstudentswhodo.Thiscouldbe
aggravatingtobothtypesofstudentsbecausetheyoungerkidsfeelrushedandgetdiscouragedwhiletheolderkidsgetboredandwant
tomoveon.Toaccommodatetobothagegroups,theactivitiesandgameswouldhavetobeadjusted.Examplesofdoingthiswouldbe
toaltertheenvironmentbymakingtheboundariessmaller,shorteningthetimeoftheactivity,ormodifyingtheequipment.Bymaking
theboundariessmaller,theyoungerkidswillhaveaneasiertimeplayingandnotbeasoverwhelmed.Shorteningthegamemayalsobe
necessarybecausetheyoungerkidswillgetmoretiredandasaresult,loseinterest.Finally,modifyingtheequipmentmaybeneeded
suchasmakingtheballsorgoalsbiggertomaketheactivityeasier.

TASKTWOKickingChecklist
Mick
ChildsName:___________________________________________

10/27/2014
Date:_________________

Yourtaskforthisstationistoqualitativelyassessthestudentsabilitytoperformtheskillofkicking(usingafoamsoccerball)usingthefollowing
criteriaforkickingfromGallahue(1998).ForpartA,havethechildrenkicktowardsawallorbleachers,forpartB,havethechildrenattempttokick
andscorethroughafourfootacrossgoal.Ensurethatyouallowforenoughspacetoaccountforthereboundofthekickedballwhilemaximizing
participation.Keeptheenvironmentasstableaspossible
A.Initialstage.
1.Movementsarerestrictedduringkickingaction.
2.Trunkremainserect.
3.Armsareusedtomaintainbalance.
4.Movementofkickinglegislimitedinbackswing.
5.Forwardswingisshort:thereislittlefollowthrough.
6.Childkicks"at"ball(notkickingsquarelyandfollowingthrough).
7.Apushingratherthanastrikingactionispredominant.
B.Elementarystage.
l.Preparatorybackswingiscenteredattheknee.
2.Kickinglegtendstoremainbentthroughoutthekick.
3.Followthroughislimitedtoforwardmovementoftheknee.
4.Oneormoredeliberatestepsaretakentowardtheball.
C.Maturestage.
l.Armsswinginoppositiontoeachotherduringkickingaction.
2.Trunkbendsatwaistduringfollowthrough.
3.Movementofkickinglegisinitiatedatthehip.
4.Supportlegbendsslightlyoncontact.
5.Lengthoflegswingincreases.
6.Followthroughishigh.
7.Approachtotheballisfromeitherarunorleap.

A.Kickingtowardsanopenarea(wall,bleachersortoanopenspaceoutdoors)

Observation
number

InitialStage
ElementaryStage
MatureStage

B.Kickingtowardsagoalcreatedbytwoconessettwofeetapart

Observation
number

InitialStage
ElementaryStage

MatureStage

QuestionsforTasktwo:
1.Doyouthinktheuseofthetaskofkickingtowardsawall(bleacher,etc.)allowedforanhonestassessmentofkickingability?Why/whynot?Do
youfeelthatkickingtowardsagoalallowedforanhonestassessmentofkickingability?Why/whynot?Makesuretorefertothecoursetextbook
tosupportanswer.
Ithinkthatkickingtowardsawallallowedforamorehonestassessmentthankickingtowardsagoal.Thisisbecausethestudentstendto
focusmoreontheirmechanicsanddoingtheskillproperlywhennotfacedwiththeaddedpressureofhittingatarget.Page143ofthe
book,UnderstandingMotorDevelopment:Infants,Children,Adolescents,Adults,SeventhEditionbyGallahue,Ozmun,andGoodway
explainsthismorefully.Accordingtothebook,whatisbeingtestedhereisataskconstraintinthatphysicalandmechanicalfactors,such
asthegoalbeingthereornot,playarole.Whenthetaskisofkickingcallsforanemphasisonaccuracywithlittleforcesuchasthecase
whenagoalisnotinvolved,astudentwillfocusonwhattherightpatternistojustkickit.Whenforceandmoreaccuracyisaddedtothe
equationtomaketheballgointothegoal,thestudentwillchooseadifferentmechanicalpattern,whichisnotnecessarilythemost
correct.Importantfactorssuchasthearmlegoppositionandacorrectfollowthroughwillbeignoredinordertofocusmorewhetherthey
madethegoalornot.Thiswillresultinabadassessmentoftheirtrueability.
2.Couldanopenenvironmentorgamelikeactivityimpactthedevelopmentalleveloftheobservedkick?Why?Makesuretorefertothecourse
textbooktosupportanswer.
Anopenenvironmentorgamelikeactivitycouldimpactthedevelopmentalleveloftheobservedkickbecausestudentstendtofocus
lessonthecorrectmechanicswhenmoreunpredictablefactorsareadded.AccordingtothebookUnderstandingMotorDevelopment:
Infants,Children,Adolescents,Adults,SeventhEditionbyGallahue,Ozmun,andGoodway,anopenenvironmentisonethatis
unpredictableandconstantlychanging.Whenstudentsplayinagame,theyhavetobeflexibleandadapttoitsdemands,whichcould
maketheirnormallygoodtechniqueslightlyrushedandnotaspolished.

TASKTHREE:MOTORDEVELOPMENTLABLocomotorSkillsAssessment
TGMD2:TestforGrossMotorDevelopmentSecondEditionRevised
Mick

Kindergarten
Grade:__________

NameofStudent:____________________________________

5
Age:___________

Checkifmale_______orfemale_______

Skill

Materials

Directions

PerformanceCriteria

1.Leap

Useaclear
space

Duringagameoractivity,
watchastudentleap.Tell
thestudenttotakelarge
stepsleapingfromonefoot
totheotherfoot.

1.

Takeoffononefootandlandontheoppositefoot.

2.

Aperiodwherebothfeetareofftheground(longerthan
running).

3.

Forwardreachwitharmoppositetheleadfoot.

2.
Horizontal
Jump

Useaclear
space

Duringagameoractivity,
watchastudentjump.Tell
thestudenttojumpasfaras
theycan.

1. Preparatorymovementincludesflexionofbotharmsand
kneeswitharmsextendedbehindthebody.

Trial1

Trial2

2. Armsextendforcefullyforwardandupward,reaching
fullextensionabovethehead.
3. Takeoffandlandonbothfeetsimultaneously.
4. Armsarebroughtdownwardduringlanding.

3.Slide

Useaclear
space

Duringagameoractivity,
watchastudentslide.Ask
thestudenttoslidefacing
thesamedirection.

1. Bodyturnedsidewaystodesireddirectionoftravel.
2. Astepsidewaysfollowedbyaslideofthetrailingfootto
apointnexttotheleadfoot.
3. Ashortperiodwherebothfeetareoffthefloor.
4. Abletoslidetotherightandtotheleftside.