SUNY CORTLAND MOTOR DEVELOPMENT LAB

Fall 2012

Volleying Lab – Dr Walkuski

Name: ______Date: ______

Tasks

A. Observation/Reflection.

B. Locomotor Tasks.

C. Volleying Tasks

Instructions:

For the first task, you will be using a version of the TGMD-2 (Test for Gross Motor Development- Second Edition- Revised). As you experienced before, his 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 begin to alter the task and can also 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.

We will finish lab with some large group games.

TASK A – OBSERVATION/REFLECTION

1. After being at Dryden Elementary for these past weeks and observing and working with the students, can you briefly describe, an effective strategy or strategies to capture the student’s attention and keep them on task during your activity.

2. During your assessment of both galloping and hopping, did the speed of the movement (how fast the children do it) impact the qualitative aspect of the skill? Why or why not?

Task One - Locomotor Skills

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

Name of Student:______Grade:______Age: ______

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 student gallop. Tell the student to gallop leading with one foot and then the other. / 1.  A step forward with the lead foot followed by a step with the trailing foot to a position adjacent to or behind the lead foot.
2.  Brief period where both feet are off the ground.
3.  Arms bent and lifted to waist level.
4.  Able to lead with the right and left foot.
2. Hop / Use a clear space / During a game or activity, watch a student hop. Ask the student to hop first on one foot and then on the other foot. / 1.  Foot for nonsupport leg is bent and carried in back of the body.
2.  Nonsupport leg swings in pendular fashion to produce force.
3.  Arms bent at elbows and swing forward on take off.
4. Able to hop on the right and left foot.

Volleying Checklist – TASK TWO

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.
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 balloon

Observation
number / 1 / 2 / 3 / 4 / 5 / 6 / 7
Initial Stage
Elementary Stage
Mature Stage

Assessment two: Using a beach ball or volleyball trainer

Observation

number / 1 / 2 / 3 / 4 / 5 / 6 / 7
Initial Stage
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? 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).


TASK THREE

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.