ASSESMENT PROJECT

Assessment ProjectChristina YoungKins 1583.034/22/15

IntroductionThis project is focused on assessing gross motor skills in children from the ages of 3-10 years old using the Test of Gross Motor Development - Revised 2 (TGMD-2) as well as adults 60 years of age and older using the Senior Fitness Test (SFT).This project will examine 3 children and 1 senior citizen to help identify their areas of strengths and weaknesses in relation to their respective tests.The results of these tests will be studied and compared to Newells Model of Constraints to help aid in creating a plan to address areas of weakness as well as see how the environment, the task, and the individual interact with each other to produce an outcome.

TGMD-2 AnalysisLogan M. (9 year old male)Strengths: Overhand Throwing Score: 8 out of 8HoppingScore: 10 out of 10Weaknesses:Horizontal Jump Score: 6 out of 8Underhand RollScore: 3 out of 8

TGMD-2 AnalysisLaney R. (7 year old female)Strengths:RunningScore: 8 out of 8 Horizontal JumpingScore: 6 out of 8Weaknesses:Overhand ThrowScore: 4 out of 8Underhand RollScore: 2 out of 8

TGMD-2 AnalysisKinsly W. (9 year old female)Strengths:RunningScore: 8 out of 8Stationary DribbleScore: 8 out of 8Weaknesses:GallopingScore: 7 out of 8KickingScore: 6 out of 8

Senior Fitness Test AnalysisBarry Y. (60 year old male)Strengths:Chair Sit-and-Reach TestScore: +2 inchesArm Curls TestScore: 18Weaknesses:2-minute Step TestScore: 88 curlsBack Scratch Test: Score: -13.5 inches

TGMD-2 ResultsNewells ModelIndividual Constraints:StructuralHeightMuscle MassDisorders associated with tendonsFunctionalMotivationAttentionEnvironmental Constraints:School hallway set up for maximal performanceLiving room set up for maximal performanceTask ConstraintsTGMD-2 Tasks

Each child was placed in a controlled environment that promoted ultimate motor performance. However, each child varied in overall outcomes due to intrinsic and extrinsic factors that relate to Newells Model of Constraints. Logans individual structural constraint of body height (he is very tall for his age) could account for why the task constraint of jumping and underhand rolling resulted in displaying weak results. On the flip side, his strengths showed that his body height gave him an advantage when trying to propel himself while hopping as well as highlight his accuracy and ability to overhand throw. On the flip side, Kinsly, who comes from a sports oriented family and has been involved in softball, basketball, and gymnastics since she could walk, has individual functional and individual structural constraints such as high motivation as well as an increase in strength and muscle mass which allow her to proficiently complete almost all the tasks. She did the poorest in the two tasks she had little previous exposure to which were galloping and kicking. This could be because of an interaction between her environment and the task because the area where she lives does not have a local youth soccer or kickball team for her parents to put her on. In addition, after she completed one trial of galloping, she understood that her feet were not supposed to cross and thereafter, she fixed the problem. Lastly, Laney who has been diagnosed with autism spectrum disorder and epilepsy, as well as also having issues with her spine and tendons throughout her body, was unable to complete tasks that demanded harsh movements. We can see that her individual constraints interact with the task constraints in allowing certain movements to occur. 11

Senior Fitness Test ResultsNewells ModelIndividual Constraints:StructuralHeightMuscle MassBMIBone densityFunctionalMotivationAttentionEnvironmental Constraints:Den area set up for maximal performanceTask ConstraintsSenior Fitness Test (SFT) Tasks

For Mr. Young, individual constraints heavily interacted with task constraints in order for him to produce movement. He generally does not exercise other than chopping wood and occasionally golfing, so he is not used to vigorous activity (by the end of the assessment he was sweating pretty bad). His lack of exercise could be due to a problem with environmental constraints such as not having a place to exercise (he lives pretty far out in the country and doesnt want to drive to a gym), or lack of motivation to exercise. Either way, they interact with his upper body flexibility which contributed to a weak score on the Back Scratch Test and the 2-minute Step Test. 12

Addressing weaknessesLogan M. (9 year old male)Jump Rope TagThe activity area is divided in to two sections. The first section is the "tag/practice area" and the second area is the "Jump Rope Practice area". In the tagging areas the players are to try to avoid the 4 designated taggers - red, yellow, blue and green. They may be safe by dodging and fleeing or, when a tagger approaches, by doing the designated jump rope skill (skier, bell, straddle, etc.) with their "invisible" jump rope. They may only be safe for 10 jumps and the taggers cannot guard.If a student is tagged, he/she goes to the jumping area where there are two skill cards by each spot/cone. The tagged students pick up a rope and they perform 10 jumps of one of the skills at the cone that matches the color of the tagger who tagged them. After completing the ten practice jumps, the jumper re-enters the game.BowlingIs fun and promotes motor skills associated with underhand rolling

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Addressing weaknessesLaney R. (7 year old female)Star JumpsStar Jumps can be performed singularly or in multiple repetitions. They can also be done jumping forward, backwards, or laterally by more advanced athletes. The child begins in a squatting position with feet flat on the floor and arms tucked in so that the elbows touch the knees. On the instructors cue, the child jumps up with arms and legs out, returning to squatting position with arms and legs tucked in. Repeat for up to 20 repetitions (or until fatigue is evident).Overhead Ball Slams & ThrowsBeginning in a standing position (spot markers can be used), the child raises the ball overhead and throws to partner. For the slam, the ball is raised overhead and thrown onto the floor (or onto a specific target) with as much force as possibleThrowing progressions can include jumping and throwing, or scoop throws (holding the ball between the legs and scooping it forward to throw).

Addressing weaknessesKinsly W. (9 year old female)Ghostbuster SoccerCones are spaced along the perimeter of playing area. The cones are the ghosts. Each cone has a ghost keeper (goalie). Students foot dribble the ball randomly throughout the playing area and try to hit the cone with the ball. The ball should be kicked low and with the inside/outside of the foot (more of a pass) so as to hit the cone. Dribblers should be encouraged to fake the ghost keeper as a way to gain the advantage. After one shot at the cone, the dribbler moves on to another cone. Ghost keepers try to keep the cone from being hit by keeping their body between the ball and the cone. If the cone is hit the keeper and dribbler switch places.Freeze Gallop Alternative to Freeze Dance. Find some fun country or western music with a heavy twang and get children to gallop like horses until the music stops and they must freeze. You can choose to eliminate children as the game continues, or just play until the children tire of the game or you run out of music!

Addressing weaknessesBarry Y. (60 year old male)Upper Body Stretches:Shoulder And Upper Back StretchShoulder RollsNeck Side StretchNeck RotationShoulder Circles.Chest StretchOverhead ReachReach BackTriceps StretchHand StretchArm Raises

Lower Body Stretches:Seated LiftsStanding Quadriceps StretchBack StretchInner Thigh StretchCalf StretchHip Side StretchHip Rotation StretchSoleus StretchAnkle CirclesHamstring StretchKnee to ChestAnkle Stretch

ConclusionWhat did you do well during these assessments?I felt like I really interacted with the kids and the senior and conveyed what we were trying to asses very well. They were all very attentive and gave their best. I also maximized my evaluating skills tenfold and was able to very quickly pick up on something that was not done correctly.What would you do differently the next time you gave these assessments?I would allow for more time to do the assessments. I felt really rushed for no reason other than I thought I wouldnt have enough time to asses three kids in one day. I would have also given a little more space to do the Senior Fitness Test even though I gave the 60 year old male plenty. To me, it wasnt quite enough.