Standard 1

Component: 1.e
Describe and apply motor development theory and principles related to fundamental motor skills, skillful
movement, physical activity and fitness for PreK-12 students

Artifact: Kicking/ Locomotor Lab

Date: Spring 2017

Reflection: My ability to describe and apply motor development theory and principles for PreK-12 students was
assessed during PED 201 field experience labs. This lab used principles pertaining to fundamental motor skills
such as leaping and sliding while also testing skillful movements such as kicking a soccer ball.

The Kicking/ Locomotor Lab relates to Component 1.e because of the different principles that were assessed. In
this lab I assessed a 4th grade male student through a checklist, teacher observation, and TGMD-2. The student’s
fundamental motor skills, skillful movement, and physical activity and fitness were evaluated.

Describing and applying motor development theory and principles is important for a physical education teacher
because motor development is necessary for all students before they can start practicing skills. Progressions are
a major part of teaching younger students and motor development principles is a great foundation.
 SUNY CORTLAND MOTOR DEVELOPMENT LAB
Lab 4-Dr. Madden
Spring 2016
Kicking/Locomotor Lab

Name: __Andrew McGuire_______________________________ Date: _3/27/17_____________

Today’s lab will allow you to observe and assess the skill of kicking and some locomotor skills. Keep space and safety issues in mind as you have
the children perform the lab activities.

Schedule:
a. Task one - reflection
b. Task two - Kicking assessment
c. Task three - Locomotor assessment

TASK ONE – REFLECTION

1. Consider the activities/games that you have utilized so far during our labs. Were they appropriate for the students at Homer/Smith? Why or why
not?

The activities we played with the students at Smith were appropriate. We first taught the students motor skills of kicking and stopping the ball. We
made groups where the students will get into lines and kick the soccer ball back and forth with the mentor or bleacher. The students were taught to
make sure they are kicking from the inside of their foot and not with their toes. Students then practiced shooting on a goal which made it fun for the
class and more of a game like experience.

2. What might be some limitations to games or activities when using them in the process of assessing motor skills?

Some limitations could be keeping kids straight in line and in order waiting to shoot on the goal. Lots of kids just want to all go at once but
they need to learn patience. Another limitation would be students forgetting the skills once a game like situation comes up.
TASK TWO - Kicking Checklist

Child’s Name: ___Tyler________________________________________ Date: _________________

Your task for this station is to qualitatively assess the student’s ability to perform the skill of kicking (using a foam soccer ball) using the following
criteria for kicking from Gallahue (1998). For part A, have the children kick towards a wall or bleachers, for part B, have the children attempt to kick
and score through a four foot across goal. Ensure that you allow for enough space to account for the rebound of the kicked ball while maximizing
participation. Keep the environment as stable as possible
A. Initial stage.
1. Movements are restricted during kicking action.
2. Trunk remains erect.
3. Arms are used to maintain balance.
4. Movement of kicking leg is limited in back swing.
5. Forward swing is short: there is little follow-through.
6. Child kicks "at" ball (not kicking squarely and following through).
7. A pushing rather than a striking action is predominant.

B. Elementary stage.
l. Preparatory back swing is centered at the knee.
2. Kicking leg tends to remain bent throughout the kick.
3. Follow-through is limited to forward movement of the knee.
4. One or more deliberate steps are taken toward the ball.

C. Mature stage.
l. Arms swing in opposition to each other during kicking action.
2. Trunk bends at waist during follow-through.
3. Movement of kicking leg is initiated at the hip.
4. Support leg bends slightly on contact.
5. Length of leg swing increases.
6. Follow-through is high.
7. Approach to the ball is from either a run or leap.
A. Kicking towards an “open” area (wall, bleachers or to an open space outdoors)

Observation 1 2 3 4 5 6 7
number

Initial Stage *

* * *
Elementary Stage *

Mature Stage *

B. Kicking towards a “goal” created by two cones set two feet apart

Observation 1 2 3 4 5 6 7
number

Initial Stage * * *

Elementary Stage *

Mature Stage
Questions for Task two:

1. Do you think the use of the task of kicking towards a wall (bleacher, etc.) allowed for an honest assessment of kicking ability? Why/why not? Do
you feel that kicking towards a “goal” allowed for an honest assessment of kicking ability? Why/why not? Make sure to refer to the course text book
to support answer.

I believe that the task of kicking towards the bleachers allowed for an honest assessment because student was fresh off learning to kick with
inside foot and stopping the ball off the rebound. Kicking towards the goal might have not been an honest assement because once the students came
up to shoot they became nervous and seemed to forget their correct steps. The importance of kicking with inside foot and following through was
forgotten because of the student’s need to score the goal. More stationary push kicks and stationary kicks are done when shooting on the goal.

2. Could an “open” environment or game-like activity impact the developmental level of the observed kick? Why? Make sure to refer to the course
text book to support answer.

I think an open environment game will impact the development level of the kick because proper steps aren’t taken. Most of the students were
at an elementary stage of kicking but once the goal came into play most turned toward the initial stage. Knowing that more people are watching you
and accuracy is more involved, nervousness comes into play.

TASK THREE: MOTOR DEVELOPMENT LAB-Locomotor Skills Assessment

TGMD-2: Test for Gross Motor Development- Second Edition- Revised

Name of Student:__Student Name_________________________________ Grade:__4________ Age: ___________

Check if male __yes_____ or female______

Skill Materials Directions Performance Criteria Trial 1 Trial 2

1. Leap Use a clear During a game or activity,
space 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. * *
2.   A period where both feet are off the ground (longer than * *
running).
3.   Forward reach with arm opposite the lead foot.

2. Use a clear During a game or activity, 1.   Preparatory movement includes flexion of both arms and * *
Horizontal space watch a student jump. Tell knees with arms extended behind the body.
Jump the student to jump as far as 2.   Arms extend forcefully forward and upward, reaching * *
they can. full extension above the head.
3.   Take off and land on both feet simultaneously. * *

4.   Arms are brought downward during landing. * *

3. Slide Use a clear During a game or activity,
space watch a student slide. Ask
the student to slide facing
the same direction.
1.   Body turned sideways to desired direction of travel. * *
2.   A step sideways followed by a slide of the trailing foot to * *
a point next to the lead foot.
3.   A short period where both feet are off the floor.

4.   Able to slide to the right and to the left side.