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Standard 1: Scientific and Theoretical Knowledge
“A physical educator knows and applies discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals”
Element 1.3: Describe and apply motor development theory and principles related to skillful movement, physical activity and fitness
Artifact: Motor Development field experience lab
Date: Fall 2010
Reflection
In PED 201 Motor Development, we conducted a field experience lab at CHAMP, which is the Cortland Homer After-School Mentoring Program. In this field experience lab, we observed the way that the students participated in the activities and their different movement patterns while performing locomotor patterns of running, galloping, and hopping. Also included in the field experience lab was using the motor development theory of assessing 2 students using the Test for Gross Motor Development-Second Edition also known as the TGMD-2. The assessment includes certain criteria for each locomotor pattern and a checklist to assess two students during the lab.
My results show that the older the student is, the more mature their developmental patterns are. The results of this assessment help us to determine which stages of proficiency the students are in which includes Initial, Elementary, or Mature. By using motor development theory such as the TGMD-2 to determine the stages of development, we can further educate our students how to participate in physical activity and fitness correctly for a lifetime of movement. As a physical educator, it is important to be able to analyze the critical elements of a motor skill so that our students can practice these skills and reach their full potential.
Date: Fall 2010
Reflection
In PED 201 Motor Development, we conducted a field experience lab at CHAMP, which is the Cortland Homer After-School Mentoring Program. In this field experience lab, we observed the way that the students participated in the activities and their different movement patterns while performing locomotor patterns of running, galloping, and hopping. Also included in the field experience lab was using the motor development theory of assessing 2 students using the Test for Gross Motor Development-Second Edition also known as the TGMD-2. The assessment includes certain criteria for each locomotor pattern and a checklist to assess two students during the lab.
My results show that the older the student is, the more mature their developmental patterns are. The results of this assessment help us to determine which stages of proficiency the students are in which includes Initial, Elementary, or Mature. By using motor development theory such as the TGMD-2 to determine the stages of development, we can further educate our students how to participate in physical activity and fitness correctly for a lifetime of movement. As a physical educator, it is important to be able to analyze the critical elements of a motor skill so that our students can practice these skills and reach their full potential.
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