TGMD-2: Test for Gross Motor Development Second Edition



SUNY CORTLAND MOTOR DEVELOPMENT LAB

Fall 2013

Lab Three – Dr. Madden

Name: Nick Vachon Date: 10/8/2014

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.

TASK A – OBSERVATION/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?

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

Task B. - Locomotor Skills

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

Name of Student: Finn Grade: 4th Age: 9

Check if male _______ or female_______

Locomotor Skills- Part A

|Skill |Materials |Directions |Performance Criteria |Trial 1 |Trial 2 |

|1. Gallop |Use a clear space |During a game or activity, watch a |A step forward with the lead foot followed by a step with the trailing foot to a position adjacent to or |Yes |Yes |

| | |student gallop. Tell the student to |behind the lead foot. | | |

| | |gallop leading with one foot and then | | | |

| | |the other. | | | |

| | | |Brief period where both feet are off the ground. |Yes |Yes |

| | | |Arms bent and lifted to waist level. |Yes |Yes |

| | | |Able to lead with the right and left foot. |No |Yes |

|2. Hop |Use a clear space |During a game or activity, watch a |Foot for nonsupport leg is bent and carried in back of the body. |Yes |Yes |

| | |student hop. Ask the student to hop | | | |

| | |first on one foot and then on the other| | | |

| | |foot. | | | |

| | | |Nonsupport leg swings in pendular fashion to produce force. |No |No |

| | | |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.

Child’s Name:_____________________________________________ Date: _________________

Your task for this activity is to qualitatively assess the student’s 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. |[pic] |

|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. | |

| | |

Assessment one: Using a Volley-Trainer**

| Observation | | | | |

|number |1 |2 |3 |4 |

| | | | | |

|Initial Stage | | | | |

| |X |X |X | |

|Elementary Stage | | | | |

| | | | |X |

|Mature Stage | | | | |

Assessment two: Using a beach ball or volleyball**

| Observation | | | | |

|number |1 |2 |3 |4 |

| |X | | | |

|Initial Stage | | | | |

| | |X |X |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.

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).

I believe that the correct progression in volley should occur only with changes to the task and not the environment. I believe students should start with beach balls because they are very light and stay in the air for a long time making it easier for the students to volley. With the beach ball students should toss the ball to their selves and then strike the ball once straight up and eventually moving up to multiple hits as long as it remains under control. Once they master the beach ball they should repeat these steps with the volley-trainer and then the volleyball. There is no timetable for when a student should progress to the next stage because each individual has a unique timetable for the acquisition of movement abilities and movement skills (Gallahue 5). Finally once the students are volleying the volleyball efficiently, they will then progress to volleying while moving. Some of the cues involved with volleying include: bend your knees, move feet to get under the ball, make a flat surface with your forearms.

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.

-----------------------

Based on the activities chosen this far, I believe they were all appropriate based on the developmental phases that the students ranged in. Students at homer intermediate range anywhere from 3rd grade to 6th, meaning that they can range anywhere from the proficient stage all the way to the application stage (Gallahue 28). With this being said it is important that we chose activities that can be manipulated so that the task is more appropriate for each individual and so that each individual is challenge to the right extent; it’s not too easy or too hard of an activity.

While assessing motor skills it is important to isolate the skill so that it can clearly be evaluated. When choosing activities to do this, it helps to only pick activities that involve gross motor movements. Gross movements are described as movements that involve large muscles of the body (Gallahue 16). This is important because most if not all of the motor skills that we have to assess are gross movements and by adding fine movements into the activities, it could complicate the activity and make it harder to evaluate the motor skills.

X

10/8/2014

Jared

Yes there was a difference in development levels of the skill of volleying. With the trainer, Jared was able to volley at an emerging elementary stage during the first three trials but with help he understood the adjustments that he needed to make and on the fourth trial he was able to volley at a proficient level. However when we moved to the heavier ball, the volleyball, Jared was only able to perform at the initial stage initially and then peak at the emerging elementary stage. The main differences between the 3 stages are that the individual hits the ball more efficiently and with more control and coordination, in the initial stage the hits are exaggerated and improper and they develop into more rhythmic and coordinated hits once they mature into the emerging and proficient stages (Gallahue 31). The difference is because the task is changed so that it is more difficult with the actual volleyball because it is heavier and thus it stays in the air for less amount of time making it more difficult to volley (Gallahue 4).

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