Wednesday, October 22, 2008

Lab # 4: Object Control

A. To observe the interaction between Cortland students and St. Mary’s students.
B. Complete Observation and Reflection from Task A Worksheet.
C. Complete Chart (Gallahue Checklist) on
Overhand Throw.
D. Complete Chart (TGMD-2) Overhand and Catching Checklist.


1. Reflecting on your experience so far at St Mary’s, what do you think have been some difficulties or challenges you have faced? Consider all areas – environment, children, etc.

Some difficulties I have faced are getting the students motivated to play games. I don’t know what else I can do to get them excited to play other than bringing in reinforces (such as stickers). I also find that some of the students have difficulties with communicating and this causes them to act out and be distracting to other students.

2. What ideas/suggestions do you have to resolve the difficulties or challenges that you wrote about in #1?

Some ideas/suggestions I have to resolve the difficulties I have would be to do more research about what the students like to do and how to incorporate what they need to learn in the games I create. As for the students being distracting when they start acting out after having difficulties communicating, I would maybe want to talk to them and find out what is going on and how I can help, and if they start being way to distracting I can remove them from the activity so others are not distracted.



This was my favorite lab so far. The students really enjoyed the game "Shooting Stars", they had to catch a ball, then try to hit a star, which was placed inside a hula hoop (inside the hula hoop to make the target bigger so they don't get discouraged if they do not hit the star) that was hanging on the wall, with the ball. When they successfully caught the ball and hit the star they got a star sticker. The reinforcement of using stickers really helped with keeping the students on task. Without the stickers I think they would have lost interest in the game very quickly and today wouldn't have been as successful. This teaching tactic worked really well and I will surely use it again.
I find that I have trouble communicating clearly to young students what I want them to do, I need to work on this necessary skill in order to be a successful teacher. I also find that I have trouble motivating students to play games, and other than bringing in reinforcers I need to learn how else I can motivate them to participate. I think that once I am in a classroom I will get a lot more practice and become successful at communicating and motivating students.

Wednesday, October 15, 2008

2008 SUNY Cortland P.E. Mini-Conference

On 10/10 SUNY Cortland had its P.E. Mini-Conference, where students and teachers from the surrounding area came for professional development day. Here teachers and students participated in workshops varying from "What Research Says about Physical Activity/PE & Academics" (presented by John Foley) to Hi Tech/ Low Tech PE (presented by Stephen Yang & Students). These workshops had a lot of information for both students training to be P.E. teachers and current/retired P.E. teachers.
I presented with Dr. Yang in his Hi Tech/ Low Tech PE workshop. I took the game "Animal Scramble" and made 3 totally different ways to play this game and have the students moving around more than what the creators intended.
It was amazing to see the reaction of teachers when I showed them how the game was ment to be played, and how I modified it to get the students more active when they play.
This was a great experience for me because it taught me that I can use technology in my P.E. classes, even if I have to modify the games to make them more physically active.

If you are interested in seeing my handout with the games I presented at the Mini-Conference please e-mail me at

Saturday, October 4, 2008

Lab #3: Locomotor Skills II

A. To observe the interaction between Cortland students and St. Mary’s students.
B. Locomotor Skills Part B Worksheet.


1. Observe the St. Mary’s student(s) as they participate in the activities. Describe the variability of the movement patterns you observed. Be sure to note with whom you worked , what grade they were in, and any differences in age, gender, or ability.

The locomotive skills were very limited. When they were playing the games they started out running and then at the end they would do the specified skill. The 6 year old, kindergarten, boy was more advanced with the horizontal jump and slide, while the 5 year old, kindergarten girl was lacking in almost all of these locomotive skills. They both seem to have an idea of what the movements should look like.

2. Describe “teaching strategies” that YOU used today towards connecting with the children. What were they? How did YOU use them? What was the effect? Were there any strategies that were more effective than others? If so, why?

A few teaching strategies I used today was having the kids demonstrate each of the locomotive skills before we played the game. This then allowed me to see who needed help and if we needed to modify the game a little bit. I also played the games with them so they could see how I was doing it and they could then copy me if they need a little bit of help. I think that playing the game with the students help them see what they should be doing and therefore makes this a better strategy for teaching.

3. After being at St. Mary’s for these past weeks and observing and working with the students, can you briefly describe an effective strategy (or strategies) that you used to capture the children’s attention and keep them on task for your activity.

An effective strategy that I used to capture the children’s attention and kept them on task for my activity was keeping them involved when I was explaining the rules and the locomotive skills we would be playing. This really keeps their attention because they know I will ask them questions and they might get to demonstrate how to do something.



I found that the students skills were very limited. The games that we played also affected how well the students performance of the skills, they again were rushing through the skills. I realize that we now have to play games that are not competitive, and greatly slowed down so the students do not rush.
A teaching tool that I discovered works really well with the young students was having them demonstrate a skill to the class. Not only did they get excited about showing the class, they all listened and became more involved when I explained rules. They responded to questions, and even asked questions if they were confused. I really enjoy using this teaching tool.