Evaluating Fundamental

Transcription

1 12 Locomotor Lab 12.1 Evaluating Fundamental Skills Purpose Practice in learning to observe and evaluate locomotor skills from video performance. Procedures Listed below are several websites showing children performing locomotor skills. Your task is to review each video and perform an evaluation of their locomotor skills using the worksheets provided. Skill 1: Running Watch the video and analyze the performance of either runner A or B based on the developmental sequences for running, stopping and starting the video as needed: component approach and whole body approach, using Worksheets 12.1A and 12.1B. 1

2 Lab 12.1 Procedure, continued Skill 2: Horizontal jumping Watch the video and analyze the performance based on the developmental sequences for horizontal jumping, stopping and starting the video as needed: component approach and whole body approach, using Worksheets 12.1C and 12.1D. 2

3 Lab 12.1 Procedure, continued Skill 3: Hopping Watch the video and analyze the performance based on the developmental sequences for hopping, stopping and starting the video as needed: component approach and whole body approach, using Worksheets 12.1E and 12.1F. Materials Needed Internet Access 3

4 WORKSHEET 12.1 A Running Checklist: Component Approach Leg Action Step 1 Flat-footed run with minimal flight. Swing leg is slightly abducted as it comes forward. Path of the swing leg curves out to the side during its movement forward. Foot eversion gives a toeing-out appearance to the swinging leg. Angle of the knee of the swing leg is greater than 90 during forward motion. Step 2 Swing thigh moves forward with greater acceleration. 90 of maximal flexion in the knee. Foot is not toed-out. Thigh not abducted. Sideward swing of the thigh. Foot crosses the body s midline. Flight time increases. Contact flat-footed. Support knee flexes more as the weight rides over the foot. Step 3 Foot contact is with the heel or the ball of the foot. Forward movement of the swing leg is in the sagittal plane. Flexion of the thigh at the hip carries the knee higher at the end of the forward swing. Support leg moves from flexion to complete extension by takeoff. 4

5 WORKSHEET 12.1 A CONTINUED Running Checklist: Component Approach Arm Action Step 1 The arms do not participate in the running action. Arms held in high guard position. Hands are held about shoulder high. Hands ride even higher if the laterally rotated arms are abducted at the shoulder and the elbows flexed. Arms held in middle guard position. Lateral rotation decreases. Hands held waist high. Hands remain motionless, except in reaction to shifts in equilibrium. Step 2 Spinal rotation swings the arms bilaterally to counterbalance rotation of the pelvis and swing leg. Frequently oblique plane of motion. Continual balancing adjustments Arms appear to flail. Step 3 Spinal rotation moves the arms. Elbow of the arm swinging forward begins to flex, then extends during the backward swing. Combination of rotation and elbow flexion results in arm rotating forward crossing the body s midline. Arm rotating back to abduct, swinging obliquely outward from the body. Step 4 Humerus (upper arm) drives forward and back in the sagittal plane independent of spinal rotation. Arm movement is in opposition to the other arm and to the leg on the same side. Elbow flexion is maintained, Elbow oscillates at about a 90 angle during the forward and backward arm swings. Based on Roberton, M. A., and Halverson, L. E. (1984). Developing children their changing movement. Lea & Febiger. 5

6 WORKSHEET 12.1 B Running Motor Skills Inventory: Whole Body Approach Student Name: Date: RUN Stage 1 Arms in high guard shoulder high Short stride (shoulder width) Flat-footed contact with surface Little knee flexion Feet remain near surface Stage 2 Arms in middle guard waist high Stride longer than in stage 1; approaches midsagittal line Usually flat-footed contact with surface Greater knee flexion than in stage 1 Swing leg flexed with anterior posterior movement Stage 3 Arms low guard Arm opposition elbows nearly extended Heel toe contact Stage 4 Heel toe foot contact with surface at slow speeds Foot contact on metatarsal arch when sprinting Arm action in direct opposition to leg action Swing leg flexes, nearly contacts buttocks during recovery phase Student s Stage: Comments: Based on the following sources: Fountain et al. (1981); Seefeldt and Haubenstricker (1982); Seefeldt, Reuschlein, and Vogel (1972). All material used with permission of Dr. John Haubenstricker. 6

7 WORKSHEET 12.1 C Standing Long Jump Motor Skills Checklist: Component Approach DEVELOPMENTAL SEQUENCE DECISION RULE CHECKLIST STANDING LONG JUMP (Adapted from Clark & Phillips, 1985; Haywood & Getchell, 2005) Observer Performer Observed Media Observing the Standing Long Jump using movement component developmental sequences: For each observation question, circle Y for YES; N for NO (see additional instructions at bottom) COMPONENT OBSERVED OBSERVATION CRITERIA/DECISION RULE (circle best choice) Y N DEVELOPMENTAL LEVEL NAME EVALUATIVE COMMENTS Arm action Do the arms swing forward at any time during jump? If yes, do the arms swing backward before moving forward? If yes, do the arms swing forward in the sagittal plane and reach a point of full (180 ) shoulder flexion and full (180 ) elbow extension? If yes, then most advanced level: #4, arms extend, then full flex Y Y Y N N N 1. No arm action 2. Arms swing forward 3. Arms extend, then partially flex 4. Arms extend, then fully flex Leg action Does the takeoff occur with two feet simultaneously? If yes, do the knees and hips both extend simultaneously? If yes, do the heels rise off the ground before the knees extend? If yes, then the most advanced level: #4, heels up first Y Y Y N N N 1. One-foot takeoff 2. Knee extension first 3. Simultaneous extension 4. Heels up first Please note that an answer of NO (N) to any question assesses a performer s developmental level for that component at the level on the adjacent line in the 5th column. When you answer YES (Y), then use the next question to evaluate that component further, until you either answer NO (N) or reach the last question in that component. References Clark, J. E., & Phillips, S. J. (1985). A developmental sequence of the standing long jump. In J. Clark & J. Humphrey (Eds.), Motor development: Vol. 1. Current selected research (pp ). Princeton, NJ: Princeton Book. Haywood, K. M. & Getchell, N. (2005). Life span motor development. 4th ed. Champaign, IL: Human Kinetics. Used with permission of Dr. Stephen Langendorfer. 7

8 WORKSHEET 12.1 D Standing Long Jump Motor Skills Inventory: Whole Body Approach Student Name: Date: STANDING LONG JUMP Stage 1 Stage 2 Stage 3 Stage 4 Vertical force greater than horizontal force (more upward than forward movement) Angle of takeoff is above 45 Arms move backward acting as a brake as legs extend forward During preparatory phase arms move in anterior posterior direction In-flight arms move sideward (chicken wing) Knee and hip flexion is greater than that exhibited in stage 1 Angle of takeoff still above 45 Landing made with center of gravity above base of support At landing thighs are perpendicular to surface Arms move forward then backward during prep phase Knees and hips flex fully prior to takeoff At takeoff arms extend forward but do not exceed head height Possible full knee extension at takeoff Angle of takeoff remains above 45 At landing thigh remains less than parallel to landing surface At landing center of gravity is near base of support At takeoff, arms vigorously extended forward and upward, above head level At takeoff, hip and knees fully extended Angle of takeoff is 45 or less In preparation for landing, arms brought downward and legs thrust forward, thighs parallel to surface At landing, center of gravity far behind base of support at foot contact, knees flex, arms thrust forward to maintain momentum Student s Stage: Comments: Based on the following sources: Haubenstricker, Seefeldt, and Branta (1983); Seefeldt and Haubenstricker (1982); Seefeldt, Reuschlein, and Vogel (1972). All material used with permission of Dr. John Haubenstricker. 8

9 WORKSHEET 12.1 E Hopping Checklist: Component Approach Leg Action Step 1 Support knee and hip quickly flex. Foot pulled (rather than projected) from the floor. Flight is momentary. Only one to two hops achieved. Swing leg is lifted high and held in an inactive position to the side or in front of the body. Step 2 Forward lean. Minimal knee and ankle extension. Body falls forward of the support foot and then quickly catches itself again. Swing leg is inactive. Repeated hops achieved. Step 3 Perceptible pretakeoff extension in the support leg, hip, knee, and ankle. Little delay in changing from knee and ankle flexion on landing to takeoff extension. Swing leg pumps up and down to assist in projection. Range of swing leg is insufficient to carry it behind the support leg. Step 4 Weight on landing is smoothly transferred along the foot to the ball before the knee and ankle extend to takeoff. Range of the pumping action in the swing leg increases. Swing leg passes behind the support leg. 9

10 WORKSHEET 12.1 E CONTINUED Hopping Checklist: Component Approach Arm Action Step 1 Arms held bilaterally, usually high and out to the side. Arms held in other positions behind or in front of the body. Arm action usually slight and not consistent. Step 2 Arms swing upward briefly. Arms then medially rotated at the shoulder in a winging movement prior to takeoff. Winging movement seems to occur from loss of balance. Step 3 Arms pump up and down together, usually in front of the line of the trunk. Arm downward and backward motion occurs after takeoff. Arms move parallel to each other. Arms held at different levels as they move up and down. Step 4 Arm on the side opposite the swing leg swings forward with that leg and back as the leg moves down. Position of the other arm is variable, often staying in front of the body or to the side. Step 5 Arm opposite the swing leg moves forward and upward in synchrony with the forward and upward movement of that leg. Other arm moves in the direction opposite the action of the swing leg. Range of movement in the arm action may be minimal unless the task requires speed or distance. Based on Halverson, L., and Williams, K. (1985). Reprinted with permission from Research Quarterly for Exercise and Sport, 56, Copyright 1985 by the American Alliance for Health, Physical Education, Recreation, and Dance, 1900 Association Drive, Reston, VA

11 WORKSHEET 12.1 F Hop Motor Skills Inventory: Whole Body Approach Student Name: Date: HOP Stage 1 Stage 2 Stage 3 Stage 4 Nonsupport knee flexed at 90 or less, thigh parallel to surface Nonsupport foot in front of body Body upright with arms flexed at elbows Hands held near shoulders, slightly to side Limited force production, little height or distance achieved in a single hop Nonsupport knee fully flexed so foot is near buttocks Thigh of nonsupport leg nearly parallel to surface Truck slightly flexed at hip, causing slight forward lean Considerable height achieved by flexing and extending support leg Arms participate vigorously in force production, moving up and down bilaterally Thigh of nonsupport leg aids force production by flexing at hip joint Flexion at hips and support knees absorbs force of landing Can generally perform two to four hops before losing balance Nonsupport thigh vertical with knee flexed at 90 or less Greater forward body lean than in stages 1 and 2, hips further in front of support leg at takeoff Greater distance achieved in relation to height of hop Arms moved upward during the force production phase Nonsupport knee flexed 90 or less Nonsupport leg swings forward and backward like pendulum to aid force production Arms positioned close to sides of body, elbows flexed at 90 As nonsupport leg increases force production, force production of arms diminishes Student s Stage: Comments: Based on the following sources: Haubenstricker, Henn, and Seefeldt (1975); Haubenstricker et al. (1989); Seefeldt and Haubenstricker (1974, 1982). All material used with permission of Dr. John Haubenstricker. 11

12 Discussion 1. Compare your analysis with those of three classmates. Denote whether or not you were each in agreement concerning the level of maturity exhibited in the videos. 2. If agreement was not reached, reanalyze as a group and try to determine where disagreements exist and why. 12