SUNY CORTLAND MOTOR DEVELOPMENT LAB

Fall2013
LabThreeDr.Madden
Darren McCormack
Name:___________________________________________

10/6/14
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 games in which we utilized so far have been appropriate for the students in home/smith elementary. Each game or activity is
designed in conjunction with NYS standards and developmentally appropriate to each age group in which we teach.

2. What might be some limitations to games or activities when using them in the process of assessing motor skills?
Having students at different developmental levels can be some limitations when assessing motor skills. Breaking down the skill into its key
components, and seeing where the student is capable and unskilled can take time. Even so this is the way to teach skills to students so they
understand the cognitive, psychomotor and affective areas.

Task B. - Locomotor Skills

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

6
Grade:__________

11
Age: ___________

y
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.

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

3. Arms bent and lifted to waist level.

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

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

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

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

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

Volleying Checklist TASK C.

Jediah
Childs Name:_____________________________________________

10/6/14
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
Mature Stage

Assessmenttwo:Usingabeachballorvolleyballtrainer
Observation
number

4
y

Initial Stage
y
Elementary Stage
y
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.

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).

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.