Lab 2

The second day at St. Mary's, I was eager to get out there. Throughout the day my comfort level was rising and I seen the children responded to me. Having that aspect of the children made my job easy and made things run kind of smooth. I mean look, we were are dealing with energetic children, everything is not going run perfect, lol. I was trying to fine a teaching strategies that I could use that would be best benefical to the children and myself. I think my biggest fear was to play a game the children had little to no interest in and not make a connection with them. I found out that trial and error isn't such a bad thing. All the children are not going to want to play the same game. I found success in asking them what they wanted to do, incorporate that will movements I was monitoring and coming with a game, and it worked

I observed two children, a boy and girl, who are 6 years of age. The movements that I watched for in the children was galloping, running and hopping. I truly believed that gender played a big role in the ability of each of the children. I feel the boy's ability to perform the movement patterns were more advanced than that of girl's. The biggest difference in the children’s patterns was the foot placement and movement of each. The boy displayed a more understanding of being able to move. Both children were the same age so it couldn’t have made a difference. The problem in the children’s abilities was the more advanced movements of hopping, running, and galloping. When it came to trying to move in a mature form, that is where the trouble occurred in the moving. In running and hopping, when the children in performance, it was evident the boy showed a more mature way of moving. His arms and elbows were at a more targeted level that I was trying to observe. The teaching strategies that I used were process assessment and self-referenced assessment. Process assessment has to do with observational approach to an assessment that has to do with the form, style, or observed qualities performance of a fundamental movement or sport skill. Self-referenced assessment is an approach in which students are compared by age against previously established class norms or group. I feel process assessment was more effective because it made the most sense in which we as a class was trying to observe from the children. We wanted to find out the fundamental movements of the two children that was being examined. We understood that the children could perform the skill of running, galloping and hopping. Our goal was to indicated if they could do it in a mature form of movement. I used this strategy on both students and I feel it helped me to understand and view the movement of the children to see the differences gender played . I watched older children and younger children to see if movements by age were different and I had a positive result. This is where self-referenced assessment played a part in the observation. The older children showed a more mature form of movement than that of the 6 year old boy and girl, which was expected.