Walkuski, 2013 ©
SUNY CORTLAND MOTOR DEVELOPMENT LAB
Fall 2013
Throwing/Fundamental Skill Lab – Dr Walkuski
Name: ___________________________________________
Date: ______________
Tasks
A. Reflection
B. Object control (manipulative) Tasks.
C. Task three – Your Assessment of a Fundamental Skill
D. Group game/activity.
Instructions:
For the first overhand throwing task, be consistent in terms of the distance that the students throw to you. Please see the assessment instructions.
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 “practice” throwing a few times, then begin the assessment.
In the second assessment, 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 the overhand throw and for
catching.
Look to your text to find games or activities for the two manipulative skills utilized for the lab. You may also find activities off of the internet
(please check my links page on our Web classroom). Plan for additional activities such as tag games, etc, keeping in mind the more variety you
have, the better.
We will finish lab with a group game/activity.
Walkuski, 2013 ©
Overhand Throw Checklist
Child’s Name:_____________________________________________
Date: _________________
Your task for this station is to qualitatively assess the student’s ability to perform the overhand throw using the following criteria based on Gallahue
(1998). Have the throw performed in the same way for both tasks (i.e., distance to you) – only vary the object thrown. If we are able to be outside,
pleas have the students throw from at least 30 feet away to you.
A. Initial stage.
l. Action mainly from elbow.
2. Elbow remains in front of body; a push.
3. Follow-through - forward and downward.
4. Feet remain stationary.
B. Emerging Elementary stage.
1. Arm is swung forward, high over shoulder.
2. Shoulders rotate toward throwing side.
3. Trunk flexes forward with forward motion of arm.
4. Definite forward shift of body weight.
5. Steps forward with leg on same side as throwing arm.
C. Proficient stage.
1. Arm is swung backward in preparation.
2. Opposite elbow is raised for balance as a
preparatory action in the throwing arm.
3. Definite rotation through hips, legs, spine, and shoulders during throw.
4. As weight is shifted, there is a step with opposite foot.
Walkuski, 2013 ©
Task one – have the students throw a tennis ball to you, record seven observations of their throw. You should only have only one “X” in each
column.
Observation number
1
2
3
4
5
6
7
Initial Stage
Emerging Elementary
Stage
Proficient Stage
Task two – have the students throw a small orange foam ball to you, record seven observations of their throw. You should only have only one “X”
in each column.
Observation number
1
2
3
4
5
6
7
Initial Stage
Emerging Elementary
Stage
Proficient Stage
Task three – change the throwing task using a hoop as a target (hold it off to the side). Observe five throws using the criteria above. Did this
change in the task elicit a different level of the throw? Explain.
Walkuski, 2013 ©
Reflection questions
1.Was there a difference in the level of the throw between the tennis ball and foam ball conditions? Describe this fully. Why or why not?
2.What do these two “types” of throwing activities demonstrate (think of the triangle we discussed in class). In what ways could you have altered
the task rather than the type of ball used?
Walkuski, 2013 ©
MOTOR DEVELOPMENT LAB- Overhand throw and catching assessment
TGMD-2: Test for Gross Motor Development- Second Edition- Revised
Name of Student:____________________________________
Grade:__________
Age: ___________
Check if male _______ or female_______
(note: indicate all of the criteria you observe for each trial by placing an “X” in the appropriate box.)
Object Control Skills- Part A
Skill
Materials
Directions
Performance Criteria
1.
Overhand
Throw
Use a clear
space, you
can use a
variety of
yarnballs,
tennis balls,
etc.
During a game or activity, watch
a student throw. Tell the student
to throw the ball as best as they
can.
1.
A downward arc of the throwing arm initiates the
windup.
2.
Rotation of hip and shoulder to a point where nondominant side faces an imaginary target.
3.
Weight is transferred by stepping with the foot
opposite the throwing hand.
4.
Follow-through beyond ball release diagonally across
body toward side opposite throwing arm.
2. Catch
Use a clear
space, you
can use a
sponge ball or
something
soft
depending on
the individual.
During a game or activity, watch
a student catch a ball.
Try tossing the ball underhand
directly to the student with a
slight arc and tell him/her to
catch it with their hands. Only
count those tosses that are
between the student’s shoulders
and waist.
1. Preparation phase where elbows are flexed and hands
are in front of the body.
2. Arms extend in preparation for ball contact.
3. Ball is caught and controlled by hands only.
4. Elbows bend to absorb force.
Trial
1
Trial
2
Walkuski, 2013 ©
TASK THREE – Your Assessment
Based on the assignment given to you, complete the assessment below.
Fundamental Skill:
Conditions of the assessment:
Child’s Name:_____________________________________
Date: _________________
Condition one (task)
Observation number
Initial Stage
Elementary Stage
Mature Stage
1
2
3
4
5
6
7
8
Walkuski, 2013 ©
Condition two (task)
Observation number
1
2
3
4
5
6
7
8
Initial Stage
Elementary Stage
Mature Stage
Questions for TASK THREE
Was your child at “different” developmental levels for the fundamental skill? What might be the reasons for this?
What is a different way that you could have changed the task to make it more difficult?