Pre & Post Test Analysis of Gross Motor Skills

Name child: Greyson Name Evaluator: Kiara Maldonado

Assessment of gross motor skills Child: Greyson

Locomotor - Run Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

Brief period where both feet are off of the
2 cones 50 feet apart to run in between. Video front and side view 0 1 1 1
ground
Arms in opposition to legs, elbows bent 1 0 0 0
Foot placement near or on line (not flat footed) 0 1 1 1
Non-supporting leg is bent around 90 degrees
0 1 1 1
(close to buttocks)
Motor Stage I E3 E3 E3
Locomotor- Gallop Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

A step forward with the lead foot followed by
Place 2 cones 25 feet apart - tell child to gallop from one cone to the other, stop and
step with the trail foot to a position adjacent to 1 1 1 1
repeat. 2 trials, video both from side view
or behind the lead foot.
Brief period where both feet are off the ground 1 1 1 1
Arms bent and lifted to waist level 0 1 1 1
Able to lead with the right and left foot 0 1 1 1
Motor Stage E M M M
Locomotor- Hop Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

Child will hop 4 times on his/her preferred foot (establish this before testing). Repeat on 2nd trial. Foot of nonsupport leg is bent and carried in
Front view video
1 1 1 1
the back of body
Nonsupport leg swings in pendulum fashion to
1 0 0 0
produce force
Arms bent at the elbows and swing forward on
0 1 1 1
take off
Takes off and lands three consecutive time on
1 1 1 1
preferred foot
Takes off and lands three consecutive time on
0 0 0 0
non-preferred foot
Motor Stage E3 E3 E3 E3
Locomotor- Leap Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

2 cones 50 feet apart with a bean bag in the middle. Ask students to run and leap over the bean
Take off on one foot and land on the opposite 0 1 1 1
bag. Video tape a side and front view
A period where both feet are off the ground
1 1 1 1
(longer than running)
Forward reach with arm opposite lead foot 0 0 0 0
Motor Stage I E2 E2 E2
Locomotor- Jump Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

Mark of a starting line on floor. Position child behind line. Tell child to jump far. Repeat. Video Preparatory movement includes flexion of both
front and side view
0 0 0 0
knees with arms extended behind the body
 Arms extended forcefully forward and upward,
0 0 0 0
reaching full extension above head
Take off and land on both feet simultaneously 1 1 1 1
Arms are brought downward during landing 0 1 1 1
Motor Stage I E3 E3 E3
Locomotor- Slide Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

Place 2 cones 25 feet apart on a straight line. Tell the child to slide from one cone to the other Body turned sideways so shoulders are
cone. Side view for video
0 0 0 0
aligned with the line on the floor
A step sideways with lead foot followed by a
slide of the trailing foot to a point next to the 1 1 1 1
lead foot
A minimum of four continuous step-slide cycles
1 1 1 1
to the right
A minimum of four continuous step-slide cycles
1 1 1 1
to the left
Motor Stage E E E E
Locomotor- Skip Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

Place 2 cones 30 feet apart. Mark of two lines. Tell the child to skip from one cone to the other. A step forward followed by a hop on the same
Front and side view video
0 1 1 1
foot
Arms are flexed and move in opposition to legs
1 0 0 0
to produce force
Completes 4 continuous rhythmic alternating
1 1 1 1
skips
Motor Stage E E E E
Manipulative - Strike long implement Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
4 inch plastic ball on batting tee at waist level. Tell child to hit the ball hard and straight Dominant hand grips bat above non-dominant
1 1 1 1
ahead with bat. Video tape front and side view hand
Non-preferred side of body faces imaginary
0 0 0 0
tosser with feet parallel
Hips and shoulder rotation during swing 1 1 1 1
Transfers body weight to front foot 0 0 0 0
Bat contacts ball 1 1 1 1
Motor Stage E2 E2 E2 E2
Manipulative - Catch Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

Mark off 2 lines 15 feet apart. The child stands on one line and the tosser on the other. Toss 4
Preparation phase where hands are in front of
inch ball underhand to chest area. Tell the child to catch with 2 hands. Only count a trial if ball is 1 1 1 1
near chest. Front and side view video the body and elbows are flexed
Arms extend while reaching for the ball as it
1 1 1 1
arrives
Ball is caught by hands only 1 0 0 1
Motor Stage E3 E2 I M
Manipulative- Kick Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

Mark off 1 line about 20 feet from wall and second line 8 feet beyond first line. Place 8-10 inch ball
on the first line closest to wall. Tell the child to run up and kick hard towards wall. Front and side Rapid continuous approach to the ball 1 1 1 1
view
An elongated stride or leap immediately prior
0 0 0 0
to ball contact
Non-kicking foot placed even with or slightly in 1 1 1 1
 the back of the ball
Kicks ball with instep of preferred foot or toe 0 0 0 0
Motor Stage E3 E3 E3 E3
Manipulative - Underhand Throw Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Attach a piece of tape on the floor 15 feet from the wall. Child stand behind tape line facing wall. Preferred hand swings down and back
Tell child to throw ball hard underhand at wall. View and side view video
0 1 1 1
reaching behind the trunk
Steps forward with the foot opposite the
0 0 0 0
throwing hand
Ball is tossed forward hitting the wall without a
0 1 1 1
bounce
Hand follows through after ball release to chest
1 1 1 1
level
Motor Stage I I I I
Manipulative-Overhand Throw Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Attach a piece of tape on the floor 20 feet from the wall. Child stand behind tape line facing wall. Windup is initiated with downward movement
Tell child to throw ball hard at wall. View and side view video
0 0 0 0
of hand/arm
Rotates hip and shoulders to a point where the
0 0 0 0
non-throwing side faces the wall
Weight is transferred by stepping with the foot
0 0 1 1
opposite the throwing hand
Follow-through beyond ball release diagonally
1 1 1 1
across the body toward the non-preferred side
Motor Stage I E3 E3 E3
Manipulative - Roll Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

Place 2 cones against a wall so they are 4 feet apart. Attach a piece of tape on the floor 20 feet Preferred hand swings down and back,
from wall, tell the child to roll a tennis ball hard so that it goes between the cones. Front and side reaching behind the trunk while chest faces 0 1 1 1
view cones
Strides forward with foot opposite the preferred
0 0 0 0
hand toward the cones
Bends knees to lower body 0 0 0 0
Releases ball close to the floor so the ball does
0 0 0 0
not bounce more than 4 inches high
Motor Stage I I I I
Manipulative - Dribble Pre Post

Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2

Child will dribble a 8-10 inch ball four times without moving his or her feet, using one hand, and
Contacts ball with one hand at about belt level 0 0 0 0
then stop by catching the ball. Front view video
Pushes ball with fingertips (not a slap) 0 0 0 0
Ball contacts surface in front of or to the
0 1 1 1
outside of foot on preferred side
Maintains control of ball for four consecutive
bounces without having to move the feet to 0 1 1 1
retrieve it
Motor Stage I E2 E2 E2
Stability - Static Pre Post
Materials/Directions Skill Criteria: R leg L leg R leg L leg
Use poly spot for child to stand on. Ask the child to lift up one leg and count to 5 and put leg
down. On the second trial, child lifts other leg and holds it for 5 seconds and puts it back down. Maintains a steady balance 0 0 0 1
Video twice front view.
Adjusts body to maintain balance 1 1 1 1
Eyes forward 0 0 0 1
Can hold for 5 seconds while maintaining 0 0 0 1
 balance
Motor Stage I I I E
Stability - Dynamic Pre Post

Materials/Directions Skill Criteria: Low beam High beam Low beam High beam
Child walks on low balance beam without assistance, then high beam without assistance.
Assistance for getting on the beam is ok. Front view videos of both trials
Maintains a steady balance 0 0 1 1
Adjusts body to maintain balance 1 1 1 1
Eyes forward 1 1 0 0
Uses arms for balance 1 1 1 1
Can cross the beam without falling off 0 0 1 1
Motor Stage E E E E

2. Complete the table using the pre and post data from the assessment

Directions: To calculate the scores: Count up the #of 1’s in trial 1 and trial 2, divided by total critical elements of both trials and times by 100 %. For example,
Running has 4 critical elements. If trial 1 has a score of 2 and trial 2 has a score of 1, then the total score is 3/8 and the % is 37.5%

Locomotor Subtest
Pre-Test Post-Test
Total score Total score
and % and %
Run 25% 75%
Gallop 50% 100%
Hop 60% 60%
Leap 33.3% 66.7%
Horizontal Jump 25% 50%
Slide 75% 75%
Skip 66.7% 66.7%
Raw total score (sum of all
47.9% 70.5%
subscores)
Object Control Subtest
Pre-Test Post-Test
Skills Total score Total score
and % and %
Striking long handed 60% 60%
Catch 100% 77.8%
Kick 50% 50%
Underhand Throw 25% 75%
Overhand Throw 25% 41.7%
Roll 0% 25%
Dribble 0% 50%
Raw Total Score (sum of all
37.1% 54.2%
subscores)
Stability Subtest
Pre-Test Skill
Post-Test Skill
Score
Skills Score
Total score and
Total score and %
%
Static Balance 25% 62.5%
Dynamic Balance 60% 80%
Raw Total Scores
42.5% 71.25%
(Sum)
3. Quantitative Analysis: Create and insert a graphical image of the different scores comparing the pre and post-test (show all skills in three different categories.
Do not include the raw total scores, use the percentages to compare. Use a vertical bar graph. Compare the skills.) – Hint: use Excel, copy and paste the above %
data from above into excel and click graph. Copy and paste the table below this prompt.

4. Provide a qualitative analysis of the growth and performance of each of the FMS skills of the child over time (explain the data and graph in words: list each skill
and discuss the growth over time using the critical elements, explaining in detail how they perform each skill)
In addition, in the far right column, provide at least 2 enjoyable and easy to understand tasks that a parent could do with the child over the break to help the
child improve.

● Locomotor

Qualitative Suggestions for tasks at

Skill
analysis home
 Rhythmical 1. Practice running in
Run movement different directions,
straight forward, curved
Heal toe- 2. Have small races or
contact play games such as tag
1. Practice galloping in
Hips remain different directions.
Gallop
forward (Backwards, forward,
curved, zig zag)
2. Gallop to the rhythm of
Smooth, easy different tempos of
movement music. (Fast, slow,
moderate.)
1.Practice hopping usind
Bilateral arm
Hop different speeds
action
(fast/slow)
Non support 2.Hop in different
thigh vertical directions and in different
with foot behind spaces. (In between,
support leg over, alongside objects)
Takes off of
1.Practice leaping over a
Leap one foot, lands
horizontal line
on opposite
2.When practicing
At times uses leaping, encourage child
inefficient arm to stretch arms through
swing air, remind child to look
ahead
Jumps and
1. Practice jumping in
lands on both
Jump different spaces. (over a
feet
line, in between objects)
simultaneously
2.Have student jump in
Hands reach various distances. (Far/
head height near) Remind to extend
body.
Slide Hips are often 1.Practice sliding
oriented alongside a line, remind
sideways child to face forward and
 move sideways
throughout
2.Pracitce sliding at
Lead leg stays
different speeds by
in front
clapping or playing music
1. Practice skipping at
Skip Rhythmical skip
different speeds
Ineffective arm
2.Skip for distance over a
movements at
horizontal line
times

● Manipulative / Object Control

Qualitative Suggestions for tasks at

Skill
analysis home
1.Place a line near
Strike with long Insufficient child’s feet, have child
implement weight transfer step forward on line
when striking
2.Have child stand on
Back foot spots to remind where
crosses front feet should be, have
foot after child strike object using
contact light force and strong
force
1.Practice catching ball
Prepares for
Catch in different spots.
catch
(Left/right)
Sometimes 2.Bounce a soft bright
struggles with colored ball for child to
catching with catch, progress to
two hands throwing ball in air
Kick Plants 1.Have child run and
supporting leg kick ball using great
 near ball force
At times does 2.Mark an X on ball,
not kick center have child kick as far as
of ball they can
1.Have student stand
Underhand Throw Ipsilateral step behind a line and have
child step over line using
Follows through 2.Place targets for child
effectively to throw at.
1.Practice stepping over
Uses ipsilateral
Overhand Throw line with contralateral
step
step
2.Have child throw ball
Good weight
at different targets using
transfer
different force
1.Have student step
over a line or on a spot
Roll a ball Ipsilateral step
using a contralateral
step
2.Have student roll ball
Ineffective along a straight line,
release progress to where the
line is no longer needed
Dribble a ball with 1.Have child attempt to
Control of ball
hand look up while dribbling
2.Practice with a softer
Sometimes
ball,use fingertips and
slaps at ball
“wave” to the ball

● Balance

Qualitative Suggestions for tasks at

Skill
analysis home
Struggles 1.Have child use wall as
Static Balance balancing on support, progress to
right leg using no support
Adjusts body to 2.Place bean bags or
maintain soft objects on child’s
 balance arms and shoulder
Maintains
1.Walk across beam
Dynamic steady balance
with bean bags placed
Balance on low and high
on shoulder
beam
2.Place target for child
Eyes often look
to look at while
down
balancing

5. What do you think you, as a teacher could have done differently to help the child progress during the class? Be specific.

One of the things I believe that I could have done differently to help Greyson progress in the class would be to be more knowledgeable
early on about the different movement stages. Knowing the different stages and progression is very important when helping a child progress to the
next stage. Being able to understand, recall, and apply the stages is what I did throughout my time with greyson. It wasn’t until halfway through
when I felt confident with knowing what progressions to use. Another thing I could have done differently was to figure out more unique ways for
him to learn and practice the movement skills. Sometimes, the students became bored with the station, and their interest/ motivation plummeted.
Having a fun, simple, relatable, and unique station theme will help the students learning process overall.

6. Write your parent letter explaining your analysis of all three domains (PM, Affective, Cognitive) and some suggestions for what to
practice over the break. Include the letter below this prompt.

12/4/19
Movement Education
To the Parents/Guardians of Greyson,
 I am so thankful for the opportunity to work with Greyson during the Movement Literacy Program. Greyson is extremely kind, and
respectful to his peers and teachers. He is always smiling, dancing, and showing us his one handed push up. He has made me laugh, and
brightened my day every time I saw him. He always reminded me how much he loved superheroes especially spider man. Throughout the semester
we spent time on different locomotor and object control skills. We assessed these skills using the gross motor assessment. We used this assessment
twice, as a pre and post assessment. By doing so, we were able to see how much greyson progressed, and in what specific areas. We worked on
stability, locomotor, and manipulative skills. The stability skills that we worked on included static and dynamic balance. The locomotor skills
included running, galloping, hopping, leaping, jumping and slide. The manipulative skills/ Object control skills we worked on included striking,
dribbling, catching, kicking, throwing overhand and rolling.
Greyson made great overall progress on all of his skills. Different performance criteria were used to break down each skill. By using
specific criteria, we were able to see what specific areas Greyson was strong in, and what areas he needed more help in within each skill. One of
the biggest improvements Greyson made was with his dribbling! By the end of the program, we were able to see more consistent dribbles from
him. Greyson also excelled in catching, and galloping. One thing you can continue to work on with Greyson is having him step with his opposite
foot, and getting low when working on his underhand roll. Another area where Greyson had a lot of fun was when he practiced his overhand
throwing. Often times, stations would have targets set up on the walls for the students to hit. Greyson would his his targets almost every single
time. The times that he didn’t he was still very close to hitting them. Because Greyson did so well, we would allow him to take a few steps back to
increase the distance he needs to throw. When we did this, he still hit the target 9/10 times. I constantly told him im convinced he’s a baseball
player. Every time I said that, he would laugh and tell me he played soccer. I am convinced that Greyson would do very well playing baseball. The
only thing Greyson needs to work on with his overhand throw is his contralateral step. Sometimes he steps ipsilaterally, then switches back to
contralaterally. Greyson needs to work on being more consistent with his steps. Overall, Greyson made tremendous progress in both object control
and locomotor skills.
Out of all the students I worked with this semester, Greyson is the greatest listener of them all. He is a role model to his peers. I would like
to thank you for allowing me to work with your son. This was a great opportunity for me that I looked forward to everyday. If you have any
further questions feel free to contact me at [email protected] !

Sincerely,

Kiara Maldonado, SUNY Cortland Physical Education Teacher Candidate

7. Create a letter to the future teacher candidate of your preschooler. Explain what worked and what did not work focusing on ALL three domains of
learning!! Include the letter below this prompt.

Dear Teacher Candidate participating in the PED 321 Movement Literacy Program,

In this course, you will have the opportunity to work with Pre-K aged students who will need your help developing their fundamental
movement skills. You will have the privilege of helping the progression of movement skills for many young individuals. With that being said, this
course, and your role should be taken very seriously. This unique course will not only shape the students you are working with, but it will also
shape you as a teacher candidate. Essentially, this class allows Physical Education Teacher Candidates to collaborate with the college child care
program. This program maintains a positive reputation, and will maintain that reputation with your help. You can help this program maintain its
positive reputation by dressing professionally, putting forth all of your effort into this class and your students, being creative, being prepared, and
applying knowledge from the course in your teaching.

This semester, I had the opportunity of working with Greyson. Greyson showed an outstanding overall improvement throughout the
program. Greyson, unlike most students his age, excels in manipulative skills such as dribbling, overhand throwing, and kicking. Greyson loves to
practice all of his manipulative, locomotor and stability skills. Greyson scored a mature score for his Gallop which is a locomotor skill. Greyson
progressed in all of his skills except the following where he remained the same, striking, kicking, hopping, and skipping. Throughout the semester,
Greyson had the opportunity to work on some movement skills more than others. Unfortunately, the movement skills that he remained the same in
were the skills that he did not have the opportunity of practicing as much as others. This was due to absences and skills that we were working on
that day. Greyson is so easy going, he thinks all stations are fun. It is very easy to motivate him, all you have to do is be enthusiastic. When you
act like you’re his number one fan, he wants to keep performing for you. You will find Greyson to be the most kind, respectful, easy going, funny
kid you might ever work with. He is one of the greatest listeners. I did not have to correct him once this entire semester. He always does what he is
told.

Good Luck working with Greyson,

Sincerely, Kiara Maldonado