Standard 1

Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.

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1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.

Artifact: Exercise Physiology Lab
Date: Fall 2012

Reflection: While I was taking Exercise Physiology, I was involved in a lab thats goal was to measure blood pressure at rest and during exercise. It is important to know the heart beats per minute and the greater amount of blood being pumped per beat. This artifact meets standard 1 because it required me to use physiological and biomechanical concepts and relate them to movement. I found out which exercises have the greatest amount of change in pressure and heart rate in the body. I also know the difference between systolic pressure, diastolic pressure, pulse pressure, and mean pressure. This is important because it all accounts for different pressures being put on the body. It is important to me as a future educator because I can analyze the fitness level of my students and athletes.
                                        


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1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.

Artifact: Motor Development Lab 4
Date: November, 2011

Reflection: In Lab 4 in Motor Development, we went to St Mary's school in Cortland, New York to observe motor skills. The motor skills we observed were the overhand throw and catch. This artifact meets Standard 1 because I am describing and applying motor development theories and principles related to skill movement, physical activity, and fitness. In this case, it is the overhand throw and catch of 2 children; a young boy and girl. While observing the two children, I was able to access their performance by my knowledge of the motor skills to determine where the children were at in terms of motor development. This artifact is important to me as a Physical Education instructor because it means I am able to describe and apply motor development theory and principles related to movement. That is important because it is imperative to be able to observe and access motor skills to give correct feedback that will stimulate increased learning and further develop motor skills.


SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 – Professor Yang
Lab 4 - Object Control

Name:     Michael Morelli                                  Date:     11/05/2011                                                 Lab Group Day and #: Wednesday/Hyper Dragons

Tasks
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 (TGMD-2) Overhand and Catching Checklist.
D. Complete Chart (Gallahue Checklist) on Overhand Throw. (If time permits)

TASK A – OBSERVATION/REFLECTION

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.

My experience so far at St Mary’s has been a blast. Everyone is always happy and there is lots of positive energy. There are also challenges though. Some that I have experienced, and I feel almost everyone experiences, is to get the children to buy into your game. For example, on Wednesday I was having a great time with the kids. I played with them outside on the playground and than read them a book. But when we went inside I explained a game to them and they didn’t want to play it. Another (minor) challenge can be equipment. There was a time where I wanted to play a certain game and I went to the storage closet, and the noodles were all in use. 

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

Some ideas and suggestions I have to resolve the challenges I have faced is to be more enthusiastic. I know sometimes it sounds silly saying that because you feel you are being very enthusiastic, but to the kids you need to be on your “A” game. They deserve our best attention and energy so at all times I need to be as enthusiastic as possible. For the equipment part, I have to be quick on my feet and think of another game, because if you don’t, you will lose the children's attention. Once the children’s attention is gone, you are in big trouble.

MOTOR DEVELOPMENT LAB- Object Control Skills

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

Name of Students (first names only): FDNY Shirt / Purple Outfit      Grades: K / K        Ages:  5 / 5       Gender:  Male / Female


Skill
Materials
Directions
Performance Criteria
Child 1
Child 2
1. Overhand Throw
Use a clear space, you can use a variety of yarn balls, 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.
yes
no
  1. Rotation of hip and shoulder to a point where non-dominant side faces an imaginary target.
yes
no
  1. Weight is transferred by stepping with the foot opposite the throwing hand.
no
no
  1. Follow-through beyond ball release diagonally across body toward side opposite throwing arm.
yes
no
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. 
Try tossing the ball underhand directly to the student with a slight arc and tell him/her to catch it with your 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.
yes
yes
  1. Arms extend in preparation for ball contact.
yes
yes
  1. Ball is caught and controlled by hands only.
no
no
  1. Elbows bend to absorb force. 
yes
no


Lab 4
Object Control Lab
Overhand Throw Checklist

Child’s Name:    FDNY Shirt             Date: 11/05/2011

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):

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. 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. Mature 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.

Task one – have the students throw a different size ball during a game, record three observations of their throw. 

Observation number
1
2
3
Initial Stage



Elementary Stage
X

Mature Stage
X

X

Task two – have the students throw a heavier or lighter ball during a game, record three observations of their throw.

Observation number
1
2
3
Initial Stage



Elementary Stage
X
X
X
Mature Stage



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